E-Learning Teaching: Supportive Online Course ‘English Fastpass’
DOI:
https://doi.org/10.34142/2709-7986.2022.27.2.07Keywords:
Extra-Class Activity, Google Classroom, M-Learning, Multimedia, Social Networking SiteAbstract
The aim of this paper is to prove the hypothesis that in order to cope with the adversities and hardships and meet the demands of the wartime and pandemic challenges, a complex of tools and techniques has to be applied including new teaching strategies with the use of multimedia, mobile applications and employing learning possibilities of social networking sites, Google classroom tools and other instruments with online course “English Fastpass”.
Methodology. In this research theoretical, empirical and statistical methods are used. Theoretical methods (analysis and synthesis) serve to analyze opportunities, advantages and disadvantages of social media as a new tool of teaching. Empirical ones (observation, testing, pedagogical experiment) provide conducting the experiment itself. Statistical methods (one sample t-test) helped make statistical analysis of the pedagogical experimental data.
Results. The complex of tools and techniques to teach English is implemented effectively by online course “English Fastpass” aimed at preparing students for passing English Exam. The offered extra-class activities are definitely very successful: daily vocabulary and grammar tasks followed by weekly online analysis; challenges (one-week of three-week activities focused on improving general English proficiency and cultural awareness); exam boosters focused on practicing a particular exam task type; monthly webinars; quizzes and games. The resulting experimental data showed the significant progress in students' performance in both linguistic and intercultural competences, and specifically in use of English tasks. The final assessment in all English language practical skills, including the competence in intercultural communication, confirmed considerable advance of the all-language competences.
Conclusion. The effectiveness of applying different unconventional extra-class activities is proven. They are followed by weekly online analysis. The most helpful of them for learning process are exam boosters, monthly webinars, quizzes and games. Using the visualisation techniques, influencing students' emotions and feelings, the abovementioned online course “English Fastpass” facilitates efficient acquisition and better memorizing along with the ability to use the knowledge in the appropriate tasks, which in the long run will help successful intercultural communication. Judging by the comments made by the students they would find such methods of teaching extremely encouraging and stimulating.
Downloads
References
Aksu, C. (2020). Distance Education in COVID-19 Pandemic: Insights from Turkish Students. Research Methods in Social Sciences Final Report, 11, 1-15. https://www.researchgate.net/publication/344787867_Distance_Education_in_COVID-19_Pandemic_Insights_from_Turkish_Students
Bañados, E. (2013). A Blended-learning Pedagogical Model for Teaching and Learning EFL Successfully Through an Online Interactive Multimedia Environment. CALICO Journal, 23(3), 533–550. https://doi.org/10.1558/cj.v23i3.533-550
Bancha, W., & Tongtep, N. (2021). Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students. International Journal of Learning, Teaching and Educational Research, 20(10), 173-192. https://doi.org/10.26803/ijlter.20.10.10
Barrs, K. (2011). Mobility in learning: The feasibility of encouraging language learning on smartphones. Studies in Self-Access Learning Journal, 2(3), 228-233. http://sisaljournal.org/archives/sep11/barrs .
Burac, M. A. P., Fernandez, J. M., Cruz, M. M. A., & Cruz, J. D. (2019). Assessing the impact of e-learning system of higher education institution’s instructors and students. IOP Conference Series: Materials Science and Engineering, 482, 1–8. https://doi.org/10.1088/1757-899X/482/1/012009
Cabrera-Solano, P., Gonzalez-Torres, P., & Ochoa-Cueva, C. (2021). Using Pixton for Teaching EFL Writing in Higher Education during the Covid-19 Pandemic. International Journal of Learning, Teaching and Educational Research, 20(9), 102-115. https://doi.org/10.26803/ijlter.20.9.7
Coman, C., Tîru, L. G., Mesesian-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
Culp, K. M, Honey, M., & Mandinach, E. (2005). A retrospective on twenty years of education technology policy. Educational Computing Research, 32(3), 279-307. http://docplayer.net/7158426-A-retrospective-on-twenty-years-of-education-technology-policy.html
Dubey, P., & Pandey, D. (2020). Distance learning in higher education during pandemic: challenges and opportunities. International Journal of Indian Psychology, 8(2), 43-46. https://doi.org/10.25215/0802.204
Holubnycha, L., Kostikova, I., Kravchenko, H., Simonok, V., & Serheieva, H. (2019). Cloud Computing for University Students’ Language Learning. Revista Romaneasca pentru Educatie Multidimensionala, 11(4), 55-69. http://dx.doi.org/10.18662/rrem/157
Holubnycha, L., Kostikova, I., Sytnykova, Yu., Melnikova, T., Guzenko, N., & Dorozhko, A. (2021). Information technology implementation in on-line teaching and learning: staff and students’ attitude. Journal of Theoretical and Applied Information Technology, 99(21), 4958-4968. http://www.jatit.org/volumes/Vol99No21/4Vol99No21.pdf
Jackson, E. A. (2021). Efficacy of Virtual Technology as the Way Forward for Teaching and Learning with the Experience of a Global Pandemic. Educational Challenges, 26(2), 6-12. https://doi.org/10.34142/2709-7986.2021.26.2.01
Kalita, U. (2020). A multivariate econometric perspective on distance learning and livelihood status in India. International Journal of Knowledge and Learning, X(Y), 1-12. https://www.academia.edu/43850117/A_multivariate_econometric_perspective_on_distance_learning_and_livelihood_status_in_India
Kolbina, T., & Oleksenko, O. (2020). Implementation of Distance Learning in Ukraine. Educational Challenges, 25(1), 46–54. https://doi.org/10.34142/2709-7986.2020.25.1.04
Lips, D. (2010, January 12). How Online Learning Is Revolutionizing K-12 Education and Benefiting Students. Report Technology. The Heritage Foundation. https://www.heritage.org/technology/report/how-online-learning-revolutionizing-k-12-education-and-benefiting-students
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbiet, H. (2021). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34, 21-38. https://doi.org/10.1007/s12528-021-09274-2
Moralista, R. B., & Oducado, R. F. (2020). Faculty Perception toward Online Education in Higher Education during the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research, 8(10), 4736-4742. https://doi.org/10.31219/osf.io/nhr7b
Oech, R. (1983). A Whack on the Side of the Head: How to Unlock your Mind for innovation. Warner Books; Warner Books ed edition. ISBN-10:0446380008; ISBN-13:978-0446380003
Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times. Sustainability, 12(20), 8726. https://doi.org/10.3390/su12208726
Sadeghi, M. (2019). A Shift from Classroom to Distance Learning: Advantages and Limitations. International Journal of Research in English Education, 4(1), 80-88. http://ijreeonline.com/article-1-132-en.html
Schleicher, A. (2020). The impact of Covid-19 on education. Insights from education at a glance 2020. OECD. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Seo, S. E. (2020). A Study of the Benefits and Applications of Online Theological Education for Western Cross-Cultural Teachers and Remote Local Churches of Colombia, South America. Deerfield. https://www.academia.edu/43416051/a_ study_of_the_benefits_and_applications_of_online_theological_education_for_western_cross_cultural_teachers_and_remote_local_churches_of_colombia_south_america
Specht, A. L. (2022). Practices and their Challenges in an English Teaching Project of a Brazilian State University during the Pandemic. Educational Challenges, 27(1), 23-33. https://doi.org/10.34142/2709-7986.2022.27.1.02
Tayebinik, M., & Puteh, M.M. (2012). Blended Learning or E-Learning? In International Conference on Advanced Information System, E-Education & Development (ICAISED 2012) (pp. n.d.). https://www.academia.edu/2496184/Blended_Learning_or_E_learning
Traxler, J. (2018). Distance learning – predictions and possibilities. Education Sciences, 8(35), 1-13. https://doi.org/10.3390/educsci8010035
Voloshyna, O. (2021). Quality of Distance Learning in Kirovohrad Region, Ukraine, During Quarantine Restrictions. Educational Challenges, 26(2), 100-111. https://doi.org/10.34142/2709-7986.2021.26.2.09
Wotto, M. (2020). The Future High Education Distance Learning in Canada, the United States, and France: Insights from Before COVID-19 Secondary Data Analysis. Journal of Educational Technology Systems, 49(2), 262-281. https://doi.org/10.1177%2F0047239520940624
Yang, X., Kuo, L. J., Eslami, Z. R., & Moody, S. M. (2021). Theoretical Trends of Research on Technology and L2 Vocabulary Learning: A Systematic Review. Journal of Computers in Education, 8, 465-483. https://doi.org/10.1007/s40692-021-00187-8
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Ilona Kostikova, Svitlana Miasoiedova
This work is licensed under a Creative Commons Attribution 4.0 International License.
