scholarly journals Investigating the Effect of a Robotic Tutor on Learner Perception of Skill Based Feedback

2014 ◽  
pp. 186-195 ◽  
Author(s):  
Aidan Jones ◽  
Ginevra Castellano ◽  
Susan Bull
Keyword(s):  
Learner Perception

EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES

2013 ◽  
Vol 36 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Laura Gurzynski-Weiss ◽  
Melissa Baralt
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Intermediate Level ◽  
Face To Face ◽  
Stimulated Recall ◽  
Computer Mediated ◽  
Accurate Perception ◽  
Learner Perception

Theoretical claims about the benefits of corrective feedback have been largely premised on learners’ noticing of feedback (e.g., Gass & Mackey, 2006; Long, 1996; Schmidt, 1990, 1995; Swain, 1995), and findings have demonstrated that both the feedback target (Mackey, Gass, & McDonough, 2000) and the mode of provision (Lai & Zhao, 2006) can affect learners’ accurate perception of feedback. The current study extended this research by investigating learners’ perception and use of feedback provided in task-based interaction in both computer-mediated (CMC) and face-to-face (FTF) modes. Utilizing stimulated recall, the study examined if 24 intermediate-level learners of Spanish as a foreign language accurately noticed feedback as feedback, if they noticed the feedback target, and if the environment in which they interacted (CMC vs. FTF) made a difference in their accuracy. The study also investigated if modality affected opportunities for modified output immediately following feedback and if learners used those opportunities differently according to mode. Results demonstrated that, overall, learners did notice feedback as feedback in both modes. Contrary to expectations, there were no statistical differences between modes in feedback perception accuracy. Significant differences were found, however, in learners’ opportunities for and use of feedback depending on the interaction environment and the type of error being addressed.

scholarly journals Going virtual with practical chemistry amidst the COVID-19 pandemic lockdown: significance, constraints and implications for future

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lahiru A. Wijenayaka ◽  
Sithy S. Iqbal
Keyword(s):  
Design Methodology ◽  
Course Delivery ◽  
Online Course ◽  
Technology In Education ◽  
Content Type ◽  
Education Assessment ◽  
Course Content ◽  
Use Of Technology ◽  
Learner Perception ◽  
Physical Interactions

PurposeAlthough technology is a defining characteristic of distance education, assessment of the applicability of such resources in knowledge dissemination is greatly warranted to ensure effectivity. Hence, the purpose of this study was to assess the viability of a novel tool in teaching practical chemistry online.Design/methodology/approachHere, a resource named “virtual chemistry lab space” (VCLS), which allowed the learners to virtually engage in practical activities, was administered among learners enrolled in a practical chemistry course at the Open University of Sri Lanka and feedback was collected to ascertain the learner perception on the resource.FindingsIn total, 76% of respondents indicated familiarity with the VCLS, while 59% indicated that they were interested in engaging in activities provided through this resource during the pandemic lockdown. Also, 70% indicated that the VCLS was helpful to understand the course content during the pandemic period, while 82% indicated that they are likely to use it in the future.Research limitations/implicationsThe prevalent problems related to using the VCLS were lack of Internet access, physical interactions and time. However, the overall opinion on the VCLS was notably positive, while a majority indicated that flexibility to the learners, access to learning resources and use of technology in education will improve due to the use of this novel tool.Originality/valueOnline course delivery has been greatly restricted to areas of education where distant delivery could be easily adopted while it is seldom found in areas such as practical chemistry. Hence, the study indicates novelty and notable originality within the ODL system.

scholarly journals Technology-Mediated Tasks in English for Specific Purposes (ESP)

2014 ◽  
pp. 951-967
Author(s):  
Cédric Sarré
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
First Year ◽  
Online Questionnaire ◽  
Degree Programme ◽  
Biology Students ◽  
Online Module ◽  
Learner Perception ◽  
Published Research

Although many researchers have focused their attention on task-based language teaching (TBLT) in recent years, there is little published research on TBLT in technology-mediated contexts, and on how to design and implement tasks in online settings. In addition, very little can be found in the literature about learner perception of technology-mediated tasks in these new virtual learning environments. The objective of this paper is to bridge these gaps by reporting on the design, implementation and learner perception of English For Biologists (EFB), an online module based on tasks and aimed at French biology students enrolled on a first year Master's degree programme. The principles underlying the design of EFB (a combination of three action-based approaches) as well as its implementation (tutor mediation in particular) are presented in this paper. This article also offers insight in the learners' perception of task-based language learning through the analysis of the answers they gave to a post-course online questionnaire. Overall, technology-mediated task reception was positive but learner feedback enabled to uncover specific problems, notably regarding the type of support provided.

An Australian University Implementing E-Learning System

2012 ◽  
Vol 3 (2) ◽  
pp. 18-26 ◽  
Author(s):  
Kamaljeet Sandhu
Keyword(s):  
Learning Process ◽  
Learning Experience ◽  
Prior Experience ◽  
Learning System ◽  
Task Environment ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learner Perception ◽  
User Learning

User learning experience may be considered as one of the prominent factors shaping the adoption of web-based systems. Web-based learners interfacing with large amounts of information the rationale is to deduce the effect in the current web-based task environment. Understanding Web-based learner perception on the basis of the prior experience with information may provide insights into what constitutes in driving those perceptions and their effect in the current and future web-based learning process. The paper demonstrates theoretical context of user learning experience with information and proceeds in an attempt to distinguish factors in using web-based systems.

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