Discrepancy between Language Learners and Teachers Concerns about Emergency Remote Teaching

Autor/inn/en	Al Shlowiy, Ahmed; Al-Hoorie, Ali H.; Alharbi, Mohammed
Titel	Discrepancy between Language Learners and Teachers Concerns about Emergency Remote Teaching
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 6, S.1528-1538 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Shlowiy, Ahmed) ORCID (Al-Hoorie, Ali H.) ORCID (Alharbi, Mohammed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12543
Schlagwörter	Emergency Programs; Distance Education; Electronic Learning; Integrated Learning Systems; Teacher Attitudes; Student Attitudes; Congruence (Psychology); Language Teachers; Teacher Student Relationship; Communication Problems; Knowledge Level; Cheating; Expectation + Suchen Sie Ihr Suchwort? Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Schülerverhalten; Congruence; Psychology; Kongruenz; Psychologie; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsbarriere; Wissensbasis; Prellen; Expectancy; Erwartung
Abstract	Emergency remote teaching refers to the unanticipated, involuntary shift to a virtual learning environment due to, for example, a natural disaster or political instability. The sudden nature of this transition creates additional challenges to effective learning. In this article, we investigate one such challenge, namely the potential for teacher-student miscommunication. We report on a study involving 674 language learners and 61 language teachers. The participants were asked to rate a number of education-related problems that could potentially arise in the context of emergency remote teaching. Learners rated these concerns in terms of the extent to which they had actually experienced them, while teachers were asked to rate the extent to which they perceived these to be concerns for their students. The results showed that teachers believed that students required additional training on using learning management systems, that students did not take online teaching seriously, and that emergency remote teaching would encourage students to cheat. Students disagreed with these statements (ds = 0.53-0.65). We discuss the implications of these teacher-learner discrepancies in light of the need for explicit guidelines and clearer expectations of students during online learning and assessment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01