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A Human Factors Approach to Synchron...

Alt, Hannah.

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A Human Factors Approach to Synchronous Online English Language Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Human Factors Approach to Synchronous Online English Language Teaching./
Author:	Alt, Hannah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	57 p.
Notes:	Source: Masters Abstracts International, Volume: 85-05.
Contained By:	Masters Abstracts International85-05.
Subject:	Technology education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30946469
ISBN:	9798380845014

A Human Factors Approach to Synchronous Online English Language Teaching.
Alt, Hannah.

A Human Factors Approach to Synchronous Online English Language Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 57 p.

Source: Masters Abstracts International, Volume: 85-05.

Thesis (M.A.)--Miami University, 2023.

This item must not be sold to any third party vendors.

There are notable discrepancies in outcomes between virtual and in-person learning (Baum & McPherson, 2019) as well as persistent usability issues that negatively impact both instructors and learners. This is especially apparent in language courses, for which learning outcome discrepancies between modalities are cause for concern for many instructors (Paradowski & Jelinska, 2021). This was highlighted during the pandemic, when nearly all schools were forced to switch to the virtual modality, with varying degrees of success. However, the reasons for these differences in outcomes and the experiences of both learners and instructors are understudied. This study takes a qualitative approach to better understand the experiences of English language teachers in the virtual learning environment, how they adapted to problems encountered, and their perceived success in doing so. The interview data, supplemented by descriptive survey statistics, are analyzed using a qualitative descriptive approach with a human factors lens, and potential ways to address these issues are discussed. Major themes that emerged included a need for better institutional support, the necessity of self-teaching, and access concerns for both students and teachers.

ISBN: 9798380845014Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

Online learning

A Human Factors Approach to Synchronous Online English Language Teaching.
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520 $a There are notable discrepancies in outcomes between virtual and in-person learning (Baum & McPherson, 2019) as well as persistent usability issues that negatively impact both instructors and learners. This is especially apparent in language courses, for which learning outcome discrepancies between modalities are cause for concern for many instructors (Paradowski & Jelinska, 2021). This was highlighted during the pandemic, when nearly all schools were forced to switch to the virtual modality, with varying degrees of success. However, the reasons for these differences in outcomes and the experiences of both learners and instructors are understudied. This study takes a qualitative approach to better understand the experiences of English language teachers in the virtual learning environment, how they adapted to problems encountered, and their perceived success in doing so. The interview data, supplemented by descriptive survey statistics, are analyzed using a qualitative descriptive approach with a human factors lens, and potential ways to address these issues are discussed. Major themes that emerged included a need for better institutional support, the necessity of self-teaching, and access concerns for both students and teachers.
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