Research Article
Tolga Cay, Fazilet Karakus
EUR J INTERACT MULTIMED ED, Volume 3, Issue 2, Article No: e02209
ABSTRACT
The aim of this study is to investigate the effects of flipped classroom on students’ autonomous learning perceptions and students’ attitudes towards learning English grammar. In this study, an embedded design, one of the mixed research methods, was employed to determine the effect of the flipped classroom on the English learning process. The study group consisted of 24 preparatory students. Quantitative data of the study was obtained through autonomous learning perception scale and attitude scale towards learning English grammar. Qualitative data was collected by an open-ended questionnaire developed by the researcher in order to describe the students’ views on the learning process of the flipped classroom. The quantitative results of the study showed a statistically significant difference between pre- and post-test scores of the experimental group. In addition, quantitative results showed that the opinions of the students mostly focus on the effect of the flipped classroom on efficiency in learning, time management and motivation.
Keywords: flipped class, autonomous learning, grammar learning, foreign language, autonomy
Research Article
Olubanke M. Bankole
EUR J INTERACT MULTIMED ED, Volume 3, Issue 2, Article No: e02210
ABSTRACT
The outbreak of COVID-19 pandemic forced many academic institutions to shift from face-to-face classroom to online classes. This study investigates the adoption and perception of online learning under the COVID-19 outbreak among undergraduates of library and information science (LIS). Using descriptive survey approach, total enumeration technique was used to enlist all undergraduates (457 students) of LIS as participants. A structured questionnaire tagged “perception of adoption of online learning among LIS students” was administered to participants using online Telegram polls within a period of two weeks in February 2021. The findings revealed that 98.5% of respondents used their mobile phones for online classes, the most used learning platforms being telegram (79.05%) and zoom (33.0%). Those that rated their learning achievement ‘good’ comprised 75.5%, and 72.9% were satisfied to varying degrees with online classes, but just 19.0% of respondents expressed preference for only online lectures, while majority (44.4%) preferred hybrid mix of traditional classroom and online learning. The students considered learning from any location any time and time management as the major advantages of online learning, while inadequate infrastructure/lack of suitable devices, unstable internet connection and extra financial burden for internet data were the major identified disadvantages. The paper concludes by recommending key steps to be taken by university authorities, governments and other relevant stakeholders to make online teaching more familiar and acceptable to the students.
Keywords: online learning, COVID-19 pandemic, students’ perception, library and information science students, Tai Solarin University of Education
Research Article
Ivana M. Krsmanovic
EUR J INTERACT MULTIMED ED, Volume 3, Issue 2, Article No: e02211
ABSTRACT
The disruption of the education system caused by the sudden outbreak of the COVID-19 pandemic has altered teaching processes forever, thus transforming the existing teaching/learning contexts and their relevance. Given that instructors are key bearers of the educational process, the perception of their teaching experience during the pandemic is vital to understanding the challenges that emerged throughout the process. This paper reports on the experiences of English as a foreign language (EFL) higher education lecturer (n=89) of their emergency remote English language teaching (ERELT) during the COVID-19 pandemic. The objective of the research was to investigate how EFL lecturers assess their own instruction and relationship with students within their ERELT, and how much their teaching in ERELT differed from regular teaching conditions. Under the computer-mediated communication theory framework, the study has adopted a mix-methods research design and the data were collected through a questionnaire. The results imply that the use of computer-assisted language learning (CALL) significantly surged in the ERELT as compared to regular teaching conditions. The teaching process was assessed as a dynamic, resourceful, and stressful process, which, judging by the communicational goals, appeared to be less interactive than more traditional face-to-face instruction, causing the relationship between students and instructors to worsen to a certain extent.
Keywords: English as a foreign language, emergency remote English language teaching, tertiary education, COVID-19, computer-assisted language learning, mix-method
Research Article
Alvin Odon Insorio, Daniel Manansala Macandog
EUR J INTERACT MULTIMED ED, Volume 3, Issue 2, Article No: e02212
ABSTRACT
Blended learning in the new normal is a mix of distance learning modalities that aims to promote better instruction delivery since face-to-face modality is not yet permitted due to the continuous spread of mutated COVID-19. Online distance learning combines modular or TV and radio-based instruction in the Philippines. However, one-hour per subject for the synchronous session is not enough to cover the one-week lessons and develop the target competencies in mathematics. Students struggled to understand the mathematics lesson discussed by the teacher during synchronous. They need many explanations and illustrative examples to understand the underlying concepts, principles, and procedures for solving mathematical problems. Hence, video lessons are the best solution to help students cope with challenges. This study aims to determine the effectiveness of YouTube video playlists as mathematics supplementary learning materials for blended learning. The participants are grade 7 students in public school under the third grading period. The instruments are test materials, a survey questionnaire, and an interview guide validated by three experts in mathematics education. Findings showed that the YouTube video playlist helped the students to understand and develop students’ mathematics competencies. Watching the said intervention boosted the students’ confidence in answering the learning activities and performing tasks. However, they suggested uploading more videos with closed captions, illustrative examples, and explanations. Hence, similar studies must be conducted to verify the findings in different schools since the study was limited to one school.
Keywords: blended learning, learning material, mathematics, YouTube video playlist
Research Article
Kolawole Francis Ogunbodede, Chinelo Blessing Oribhabor
EUR J INTERACT MULTIMED ED, Volume 3, Issue 2, Article No: e02213
ABSTRACT
The study examined digital resources (DR) usage and academic performance of undergraduate students at the University of Africa, Toru-Orua, Bayelsa State, Nigeria (UAT). Four research questions and one hypothesis guided the study. The researchers used a descriptive survey design. The population of the study comprised 1,500 students at UAT, in the 2020/2021 academic session. The questionnaire was the instrument used for data collection. The questionnaire was validated by educational technology experts. Cronbach’s alpha was used to establish the reliability of the instrument which yielded 0.98. The instrument was administered by the researchers to all the students and was able to retrieve 1,342, which comprised 100 to 400 level students. Data were analyzed with frequency count, simple percentages, and statistical product and service solutions version 23 was used to generate the mean, standard deviation while Pearson’s product-moment correlation coefficient was used to test the hypotheses at 0.05 significant levels. The findings revealed that the level of usage of DR is low as only 4% of the students made use of DR daily. The study established that the students made use of the Internet resources, e-books, and online educational videos on YouTube, e-journals, and e-newspapers. It was also revealed that the students had a positive perception of the impacts of DR usage on their academic performance. Lastly, the test of the hypothesis one showed that there is a significant relationship between DR usage and the academic performance of undergraduate students at UAT. This implies that the increase in the DR usage do definitely increase the performance of the students at UAT. Result from hypothesis two revealed that there is a significant effect of DR usage on academic performance of students at UAT. Based on the findings, the researchers recommended that the university library management should create more awareness on the use of DR by conducting workshop, seminars, and through the use of social media platforms like Facebook, Twitter, and WhatsApp and hands-on training on the use of these resources should be actively promoted.
Keywords: digital resources, usage, academic performance, students perceptions, the University of Africa