A Case Study of Students’ Views on Effective Online Learning
Keywords:
effective online learning, online teaching, student engagementAbstract
This study investigates the students’ opinions of the elements of effective online learning. The respondents (n=172) completed a twelve-week course in the module 3 English classes at the University of Economics Ho Chi Minh City (UEH) taught by the author with an eight-week online period. The tool includes a questionnaire with 14 questions regarding the factors that enable them to be engaged in the online lessons and an open-ended question asking for the student's contribution to the ideas of effective online learning. The questionnaire utilizes the Likert scale via Google Form. The elements cover the three components: cognitive presence, teaching presence and social presence in the foundational model for online learning developed by Garrison et al. (2000). Seven main elements for effective online English teaching are recognized as: teaching method, course content, learning activities (updated news delivery, games, polls, and student presentations are favourable), myriad interaction (short questions are preferable), learning incentives (bonus marks), supportive learning environment (teacher voice, praise, encouragement, good teacher-student and student-student relationships) and supplementary materials (revision, extra resources, etc.). Finally, the writer draws on some suggestions for effective online teaching and learning.
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