Distance learning as the new reality in tertiary education: a case study

Herrmann, E. (2020). Critical concepts in distance learning for multilingual learners. MultiBriefs: Exclusive, 11 May, 2020. Retrieved on 20/05/20 from

https://exclusive.multibriefs.com/content/critical-concepts-in-distance-learning-for-multilingual- learners/education

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. https://bit.ly/3iEyh68 Hsieh, H.-F., & Shannon, S. E. (2005). Three aproaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687 Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students' attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699. https://doi.org/10.1016Zj.childyouth.2020 Huszti, I., Fabian, M., Lechner, I., & Barany, E. (2021). Assessing language learners' knowledge and performance during COVID-19. Central European Journal of Educational Research, 3(2), 3846. https://doi.org/10.37441/cejer/2021/3/2/9245

Ironsi, C. S. (2022). Google Meet as a synchronous language learning tool for emergency online distant learning during the COVID-19 pandemic: Perceptions of language instructors and preservice teachers. Journal of Applied Research in Higher Education, 14(2), 640-659. https://doi.org/10.1108/JARHE-04-2020-0085

Jelinska, M., & Paradowski, M. B. (2021). The impact of demographics, life and work circumstances on college and university instructors' well-being during quaranteaching. Frontiers in Psychology, 12. Article 643229. https://doi.org/10.3389/fpsyg.2021.643229

Juarez-Diaz, C., & Perales, M. (2021). Language teachers' emergency remote tea ching experiences during the COVID-19 confinement. Profile: Issues in Teachers' Professional Development, 23(2), 121-135. https://doi.org/10.15446/profile.v23n2.90195

Kamal, M. I., Zubanova, S., Isaeva, A., & Movchun, V. (2021). Distance learning impact on the English language teaching during COVID-19. Education and Information Technologies, 26, 7307-7319. https://doi. org/10.1007/s10639-021 - 10588-y

Kawasaki, H., Yamasaki, S., Masuoka, Y., Iwasa, M., Fukita, S., & Matsuyama, R. (2021). Remote teaching due to COVID-19: An exploration of its effectiveness and issues. International Journal of Environmental Research and Public Health, 18, 2672. https://doi.org/10.3390/ijerph18052672

Keegan, D. (2002). The future of learning: From e-learning to m-learning (ERIC Document Reproduction Service No. ED472435). Hagen, Germany: FernUniversitat Institute for Research into Distance Education.

Ko§ar. G. (2021). Distance teaching practicum: Its impact on pre-service EFL teachers' preparedness for teaching. Special Issue: COVID-19: Education Response to a Pandemic, 9(2), 111-126. https://doi.org/10.22492/ije.9.2.07

Kovacs, H., Pulfrey, C., & Monnier, E.-C. (2021). Surviving but not thriving: Comparing primary, vocational and higher education teachers' experiences during the COVID-19 lockdown. Education and Information Technologies, 26, 7543-7567. https://doi.org/10.1007/s10639-021- 10616-x

Lechner, I., Huszti, I., Barany, E., & Fabian, M. (2022). Motivierungsstrategien zum

Fremdsprachenlernen im Tertiarbereich wahrend der Pandemie. Inozemni movy, 28(1), 29-34. https://doi.org/10.32589/1817-8510.2022.1257876

Liebermann, M. (2020). How to balance in-person and remote instruction. Education Week, 22 July, 2020. Retrieved on 1/08/2020 from https://www.edweek.org/ew/articles/2020/07/23/how-to- balance-in-person-and-remote-instruction.html?cmp=eml-enl-tl- news2&M=59632511 &U=&UUI D=f12ec565450b1a10201d8571e2e8ff7f

Machynska, N., & Dzikovska, M. (2020). Challenges to manage the educational process in the HEI during the pandemic. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensional, 12, 92-99. https://doi.org/10.18662/rrem/12.1sup2/251

Marshall, D. T., Shannon, D. M., & Love, S. M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 102(3), 46-50.

https://www.jstor.org/stable/26977191

Martin, F., Kumar, S., & She, L. (2021). Examining higher education instructor perceptions of roles and competencies in online teaching. Online Learning, 25(4), 267-295.

https://doi.org/10.24059/olj.v25i4.2570

Melnychenko, A., & Zheliaskova, T. (2021). Transformation of educational process in COVID-19 pandemic: A case of Igor Sikorsky Kyiv Polytechnic Institute. Advanced Education, 18, 4-10. https://doi.org/10.20535/2410-8286.237575

Nazempour, R., Darabi, H., & Nelson, P.C. (2022). Impacts on students' academic performance due to emergency transition to remote teaching during the COVID-19 pandemic: A financial engineering course. Case Study. Education Sciences, 12, 202.

https://doi.org/10.3390/educsci12030202

Nguyen, J. G., Keuseman, K.J., & Humston, J. J. (2020). Minimize online cheating for online assessments during COVID-19 pandemic. Journal of Chemical Education, 97(9), 3429-35. https://doi.org/10.1021/acs.jchemed.0c00790

Oraif, I., & Elyas, T. (2021). The impact of COVID-19 on learning: Investigating EFL learners' engagement in online courses in Saudi Arabia. Education Sciences, 11, 99.

https://doi.org/10.3390/educsci11030099

Ozfidan, B., Fayez, O., Ismail, H. (2021). Student perspectives of online teaching and learning during the COVID-19 pandemic. Online Learning, 25(4), 461-485.

https://doi.org/10.24059/olj.v25i4.2523

Padayachee, K., & Dison, L. (2021). Stakeholder struggles in the uptake and use of blended and online learning in higher education. In G. Carloni, C. Fotheringham, A. Virga, & B. Zuccala (Eds.), Blended learning and the global south: Virtual exchanges in higher education (pp. 3954). Venezia: Edizioni Ca' Foscari.

Paulsen, M., Keegan, D., Dias, A., Dias, P., Pimenta, P., Fritsch, H., Follmer, H., Micincova, M., & Olsen, G.-A. (2002). Web-education systems in Europe (ed477513). ERIC. Retrieved on 17/06/21 from https://files.eric.ed.gov/fulltext/ED477513.pdf

Purushotham, S. L., & Swathi, Ch. (2020). Online learning and its effects on English language skills among higher education students amid the Covid-19 lockdown. Language in India, 20(9), 127-143. Retrieved on 22/05/22 from http://www.languageinindia.com/sep2020/sunitacovidonline.html

Pylypenko, O., & Kozub, L. (2021). Foreign language teaching of Ukrainian university students in a distance learning environment. Arab World English Journal, 12(3), 375-384.

https://dx.doi.org/10.24093/awej/vol12no3.26

Safriyani, R., Fauzi, A., & Asmiyah, S. (2022). Emergency Remote Learning in a foreign language learning: The parents' involvement. Journal of English Education and Teaching, 6(1), 27-44. https://doi.org/10.33369/jeet6.1.27-44

Said Pace, D. (2020). The use of formative assessment (FA) in online teaching and learning during the COVID-19 compulsory education school closure: The Maltese experience. Malta Review of Educational Research, 14(2), 243-271. https://www.um.edu.mt/library/oar/handle/123456789/66440

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2000). Teaching and learning at a distance: Foundations of distance education. Fourth edition. Fort Lauderdale, FL: Nova Southeastern University.

Schrenk, N., Alves, K., Van Dam, D., & Schrenk, B. (2021). Reflecting on best practices for online learning in a post-COVID-19 world. Online Learning, 25(4), 486-504.

https://doi.org/10.24059/olj.v25i4.2460

Seliger, H. W., & Shohamy, E. (1990). Second language research methods. Oxford: Oxford University Press.

Sumardi, S., & Nugrahani, D. (2021). Adaptation to emergency remote teaching: Pedagogical strategy for pre-service language teachers amid COVID-19 pandemic. Turkish Online Journal of Distance Education-TOJDE, 22(2), 81-93. https://doi.org/10.17718/tojde.906553

Tanasijevic, M. J., & Jankovic, N. Z. (2021). The new virtual reality - teachers' and students' perceptions and experience in English language learning and teaching online. Иновац^е у настави, 34(4), 167-186. https://doi.org/10.5937/inovacije2104167T

Tanko, E. (2021). Pandemic-triggered online teaching in Romania: A language teacher's perspective. Acta Universitatis Sapientiae, Philologica, 13(2) 21-36 https://doi.org/10.2478/ausp-2021-0011

Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 1-5.

https://doi.org/10.29333/pr/7947

Ulla, M. B., & Perales, W. F. (2021). Emergency remote teaching during COVID-19: The role of teachers' online community of practice (CoP) in times of crisis. Journal of Interactive Media in Education, 9, 1-11. https://doi.org/10.5334/jime.617

Valizadeh, M., & Soltanpour, F. (2021). Higher education learners' attitudes towards emergency online instruction during COVID-19 pandemic: The context of Turkey. Advanced Education, 19, 123132. https://doi.org/10.20535/2410-8286.245672

Vargas Barquero, V., Guzman Arce, N., & Leon, S. M. (2022). Transitioning from f ace-to-face classes to emergency remote learning. Revista de Lenguas Modernas, 35, 23-46.

https://doi.org/10.15517/rlm.v0i35.45802

Yang, L., & Lin, J. (2020). The impact of online teaching on interaction during the pandemic: An exploratory study in CFL classes. International Journal of Chinese Language Teaching, 1(2), 37-50. https://doi.org/10.46451/ijclt.2020.09.03

Yeigh, T., & Lynch, D. (2020). Is online teaching and learning here to stay? Academia Letters, Article 24. https://doi.org/10.20935/AL24.

Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during COVID-19 pandemic: The case of China. Asia-Pacific Educational Research, 30(6), 487-498. https://doi.org/10.1007/s40299-021-00593-7

Huszti, I. et al. (2022). Distance learning as the new reality in tertiary education: a case study. Advanced Education, 21, 100-120. DOI: 10.20535/2410-8286.261705

APPENDIX

INTERVIEW PROTOCOL LANGUAGE TEACHING DURING QUARANTINE AT THE BEREHOVE COLLEGE (English version)

Name

Age

Gender

Years of teaching in higher education

Taught language

1. How did you experience the transition from face-to-face to online teaching?

2. How do you think your students have adapted to the new situation?

3. How did you manage student interaction during the live online classes?

4. How did you deal with the common problem of involving/engaging all students equally during live online lessons?

5. How did you manage to keep students interested and motivated?

6. Did you use the "flipped classroom" method? (FLIPPED CLASSROOM = The flipped classroom method is where students learn the theoretical material outside the classroom at home and then later on, with the teacher, they reflect on it in the classroom. This reflection implies a much more active learner, not just memorizing but putting theory into practice.) If so, how and with what success?

7. How did the way of teaching the new material differ in the 1st and 2nd quarantine periods?

8. Do you see a better performance of your students during the period when you taught online lessons? Why?

9. Were the students more motivated when they met in an online class than during the period when you just delivered the material in Google Classroom?

10. Did the method of assessing students' knowledge and performance differ in the two phases, i.e. did you assess your students differently in the two quarantine periods?

11. How do you use the digital knowledge and digital skills you have developed during distance learning in your face-to-face teaching?

Размещено на Allbest.ru