When the group of students who prefer the traditional classroom, however, was considered a blended approach which consists of both virtual classroom and traditional face-to-face classroom was suggested as the most efficient way for Turkish EFL learners.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:This paper reports a synchronous project, “the virtual classroom” prepared for the Distance English Language Teacher Training (DELTT) Program.
📊
Key Findings & Data:The evaluation of the project concludes that the virtual classroom facilitated increased authentic interaction and encouraged learners to become more autonomous.
💡
Conclusion & Impact:When the group of students who prefer the traditional classroom, however, was considered a blended approach which consists of both virtual classroom and traditional face-to-face classroom was suggested as the most efficient way for Turkish EFL learners.
This paper reports a synchronous project, “the virtual classroom” prepared for the Distance English Language Teacher Training (DELTT) Program. The process of developing the synchronous project and the interface with its specific components were reported with examples and supported by theoretical background from the related literature. The evaluation of the project concludes that the virtual classroom facilitated increased authentic interaction and encouraged learners to become more autonomous. When the group of students who prefer the traditional classroom, however, was considered a blended approach which consists of both virtual classroom and traditional face-to-face classroom was suggested as the most efficient way for Turkish EFL learners.
AYDIN, B., YUZER, T. V. (2006). Building a Synchronous Virtual Classroom in a Distance English Language Teacher Training (DELTT) Program in Turkey. Turkish Online Journal of Distance Education, Cilt: 7 - Sayı: 2, 9–20. https://ajindex.com/articles/140721
Beyth-Marom, R. Saporta, K. & Caspi, A. (2005) Synchronous vs. Asynchronous Tutorials: Factors Affecting Students’ Preferences and Choices. Journal of Research on Technology in Education.V:37, N: 3, pp. 245-262.
Chou, S. H. & Liu, C. H. (2005) Learning Effectiveness in a web-based Virtual Learning Environment: A Learner Control Perspective. Journal of Computer Assisted Learning. V: 21, pp. 65-76.
Fisher, M., Thompson, G. S. & Silverberg, D. A. (2005) Effective Group Dynamics in E- Learning: Case Study. Journal of Educational Technology Systems, V: 33, N: 3, pp. 205- 222. Hobbs, Vicki M. & Christianson, J. Scott (1997) Virtual Classrooms: Educational Opportunity through Two-Way Interactive Television, Technomic Publication, Lancaster. Howard, E. N., Raine, L. & Jones, S. (2003) “Days and Nights on the Internet”, The Internet in Everyday Life, B. Wellman & C. Haythornthwaite (Eds), Blackwell Publishing, Oxford. Lehman, R. (1999) “Distance Education Principles and Best Practices”, Interactive Learning Exercises that Really Work, Ed: Karen Mantyla, ASTD Publication, Alexandria. Kumaravadivelu, B. (2002) “Toward a Postmethod Pedagogy” TESOL Quarterly, V: 35, No: 4/1, pp. 537-560.
Mantyla, K. & Gividen, J. R. (1997) Distance Learning: A Step-by-Step Guide for Trainers, ASTD Publication, Alexandria. Moore, M. & Kearsley, G. (2005) Distance Education A Systems View. Thomson Wadsworth, Belmont. Muilenburg, L. Y. & Berge, Z. L. (2005) Student Barriers to Online Learning: A Factor Analysis Study. Distance Education. V: 26, No: 1, pp. 29, 48. Payne, H. (1999) “Discovering the Difference Between On-Site and Distance Learning Interaction”, Interactive Learning Exercises that Really Work, Ed: Karen Mantyla, ASTD Publication, Alexandria.” Pinar, F.J.R., Campo, A.F.D., (1998) “Multimedia Systems Based on Satellite Technology”, Computer Networks and ISDN Systems, V: 30, pp: 1543-1549.
Pitt, T. J., Clark, A. (1997) Creating Powerful Online Courses Using Multiple Instructional Strategies. Available at: leahi.kcc.hawaii.edu.org/tcc_con97/pres/pitt.html. Sakar, A, Ercetin, G. (2004) Effectiveness of Hypermedia Annotations for Foreign Language Reading. Journal of Computer Assisted Learning, V:21. pp:28-38.