Learning with Technology: Learner Voice and Agency

2009 ◽  
pp. 117-133 ◽  
Author(s):  
Seng-Chee Tan ◽  
Beaumie Kim ◽  
Jennifer Yeo
Keyword(s):  
Learning With Technology

Enhancing fieldwork learning with technology: practitioner's perspectives

2013 ◽  
Vol 37 (3) ◽  
pp. 399-415 ◽  
Author(s):  
Katharine E. Welsh ◽  
Alice L. Mauchline ◽  
Julian R. Park ◽  
W. Brian Whalley ◽  
Derek France
Keyword(s):  
Learning With Technology

Book Review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls

Open Praxis ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 569
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Teaching And Learning ◽  
South Pacific ◽  
The South ◽  
The University ◽  
Learning With Technology

Book review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls, edited by Som Naidu and Sharishna Narayan and published in 2020 by The University of the South Pacific Press.

Facilitating Self-Regulated Learning With Technology

2011 ◽  
Vol 38 (4) ◽  
pp. 303-308 ◽  
Author(s):  
Larissa K. Barber ◽  
Patricia G. Bagsby ◽  
Matthew J. Grawitch ◽  
John P. Buerck
Keyword(s):  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning With Technology

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

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