scholarly journals Emergency Remote Teaching amid the Covid 19 and the Sources of Stress for EFL Students: A Qualitative Study

2021 ◽  
Vol 3 (11) ◽  
pp. 42-51
Author(s):  
Fateme Chahkandi
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Health And Safety ◽  
Teaching Quality ◽  
Health Providers ◽  
Technical Problems ◽  
Psychological Issues ◽  
Global Pandemic ◽  
E Learning ◽  
Efl Students

This study intended to identify the sources of stress for EFL students in their transition to emergency remote teaching amid the Covid-19 pandemic. Drawing on the genealogy of emotions and Braun and Clarke’s (2006) thematic analysis method, this qualitative study analyzed interview transcripts and emotion diaries gleaned from students over an academic semester. The findings pointed to 4 categories of stressors including academic-related stressors associated with online exams, students’ English competency, instructional demands, and excessive workload, and teaching quality. The category of stressors including psychological issues concerned students’ low self-concept and efficacy beliefs, students comparing themselves to others, their learning styles, and social interactions and expectations. Life-related stressors encompassed students’ concerns about future life, work-life balance, health and safety at the time of the global pandemic, and distractions and multitasking while students were in class. Finally, technical problems and students’ technological skills were recognized as the last source of stress. The findings were then discussed in the light of unique sources of stress attributed to the digital nature of remote learning and the need for a broader conceptualization of students’ proficiency in e-learning contexts. Finally, the study concluded with empirical implications for teachers, policymakers, health providers, and counselors.

scholarly journals EFL Students’ Interpretations of E-Learning during COVID-19 using GETAMEL: Indonesian Higher Education Context

2021 ◽  
Vol 14 (2) ◽  
pp. 203-224
Author(s):  
Dedy Yulianto ◽  
Endang Setyaningsih ◽  
Sumardi Sumardi
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Learning Context ◽  
Negative Experiences ◽  
Use Of Technology ◽  
Global Pandemic ◽  
E Learning ◽  
Efl Students ◽  
Acceptance Model ◽  
Depth Interviews

While the use of e-learning has been around for decades, the global pandemic increased the number of investigations on e-learning exponentially. Earlier studies have given useful insights into the benefits/ impacts of e-learning. However, students’ acceptance of technology within the context of emergency EFL remote teaching is still under-researched. A qualitative study framed within the General Extended Technology Acceptance Model for E-Learning (GETAMEL) aims to shed light on the students’ acceptance of technology during pandemics based on their perceived experience. It reports the challenges, opportunities of e-learning, and projections on future use based on the current experience. To collect the data, a questionnaire consisting of open and closed questions was distributed to 89 participants. In-depth interviews were conducted with focal respondents after gaining their consent. The data were then analyzed using the interactive model of data analysis. This study reveals that regardless of the negative experiences and challenges in the use of technology in e-learning, the students held positive perspectives and saw opportunities to use technology during the COVID-19 pandemic. They projected their future practice using the technology. These indicate that the students well accept the use of technology in the e-learning context. The study concluded that using e-learning during a pandemic is the ideal way to continue learning. However, given the challenges that students face, some changes in the implementation of distance learning are still needed. Additional studies should address GETAMEL on EFL teachers in an Indonesian school, so we know about the acceptance of e-learning by in-service teachers.Keywords: COVID-19, EFL students, e-learning, GETAMEL, higher education

scholarly journals EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic

2020 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Like Raskova Octaberlina ◽  
Afif Ikhwanul Muslimin
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
English Education ◽  
Survey Design ◽  
High Definition ◽  
Good Communication ◽  
Face To Face ◽  
Learning Barriers ◽  
E Learning ◽  
Efl Students

Covid-19 pandemic has made many countries adapt on new situations in different sectors including education. The Indonesia government has decided to adjust the education mode from face-to-face to online meeting using various learning management systems (LMS) such as moodle and google classroom. Moreover, the present research depicted the online learning barriers faced by students as well as their alternatives to cope them. The research implemented descriptive mixed-method survey design. The participants were 25 students of English Education Department. The instruments used to gather the data were the questionnaires and interview regarding the topics. The results showed that students experienced three barriers during the online learning including infamiliriaty of e-learning, slow internet connection, and physical condition e.g. eye strain. The alternatives they proposed were providing training to implement the LMS before the real class, converting high-definition or big-size files into smaller one, and giving break during the online class. The conclusion stated that students had to be creatives to find any solutions and innovations regarding learning barriers including maintaining good communication with teacher and understanding best learning styles individually

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

scholarly journals Management of workplace health & safety risks in new disability care arrangements

2014 ◽  
Vol 9 ◽  
Author(s):  
Sofia Stavropoulos
Keyword(s):  
Support Services ◽  
Service Providers ◽  
Health And Safety ◽  
Community Services ◽  
Online Information ◽  
Training Models ◽  
E Learning ◽  
Direct Guidance ◽  
The Individual ◽  
Types Of Information

The NDIS introduces changes to the level of control, choice and flexibility that persons with a disability can exercise over the services they require to support their individual needs. One of the main stays of NDIS is the ability for persons with a disability to utilise allocated funding how and with whom they choose to create a package of supports. Coinciding with the move towards the NDIS has been the introduction of the NSW WHS Act 2011. This Act introduces and broader new definitions relating to persons with responsibilities for ensuring health and safety at work. In some circumstances the individual person with a disability will be a direct employer, or an “other” in the workplace, and will take on responsibilities for health and safety for persons working in their home. For government organisations making funding decisions and allocating funds for the purchase of support services, there continues to be an obligation to ensure that services are conducted safely with risks to health adequately managed. NSW FACS can not “contract” out of their obligations. Instead we must work in partnership with all stakeholders to manage WHS risks as far as is reasonably practicable. Our role in government means we have the resources, experience, and must respond to the community expectation that we will support persons with a disability to understand and discharge their WHS obligations as far as is reasonably practicable. This is a way of operating presents the following questions: Do persons with disability understand the WHS obligations and risks associated with their care and supports? How to individuals with disability obtain sound advice and information on WHS risks that may be associated with their care arrangements? Can WHS information and resources that organisations like NSW Department of Family and Community Services (Ageing Disability and Home Care) have established be leverages to share with our “clients”? As Government partners in NDIS are we obligated to share our knowledge and information? What is the best way to bridge the gap in understanding and what types of information, tools and training can be made available on WHS for persons with a disability.A Joint WHS project currently underway within NSW FACS seeks to address the information and resources gap for all clients who participate in self directed funding arrangements (including NDIS). Our project will demonstrate how products and advice developed for internal staff use can be “reframed” and made accessible to persons with disability, their carers and individual service providers. The approach being applied within NSW FACS will potentially reduce costs in persons with disability being required to engage additional services to seek and develop WHS direct guidance and tools. The project being undertaken will deliver face to face training models, e-learning components and online information and tools to assist stakeholders in the NDIS and other Direct Funding Arrangements within NSW, to make informed decisions regarding WHS risk in the provision of care and support services. Guidance and information is provided on key risk areas utilising tested tools & WHS resources within the disability sector. E-learning solutions are made available to inform and train stakeholders of WHS obligations and potential risk management approaches. NSW FACS works with NGO stakeholders to ensure consistent advice and assistance is provided in the area of WHS obligations and performance expectations.

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