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Direct linkJayoung Song; Juhee Lee – Education and Information Technologies, 2025
This study addresses the necessity of comprehending the remote learning environment for improving online course design and delivery. The primary objective is to investigate the impact of teaching, cognitive, and social presence, along with learner motivation from the Community of Inquiry framework, on students' learning satisfaction in both…
Descriptors: Synchronous Communication, Asynchronous Communication, Computer Mediated Communication, Distance Education
Jeon, Jaeho; Lee, Seongyong – Education and Information Technologies, 2023
With the development of synchronous videoconferencing technology, research on the professional practices of synchronous online teaching has been growing at an exponential rate. However, little is known about synchronous online teachers' use of motivational strategies, despite the important role of teachers in fostering student motivation. To…
Descriptors: Student Motivation, Motivation Techniques, Synchronous Communication, Electronic Learning
Zhang, Kun; Wu, Haoxian – SAGE Open, 2022
The outbreak of COVID-19 in late 2019 had soon become a pandemic, leading to the lockdown of schools all around the world. To mitigate the negative impacts brought by COVID-19, the educational institutions of all levels have inevitably shifted from face-to-face teaching to online teaching. For English language teaching, fully synchronous online…
Descriptors: COVID-19, Pandemics, School Closing, Online Courses
Download full textChanthap, Naruethai; Wasanasomsithi, Punchalee – LEARN Journal: Language Education and Acquisition Research Network, 2019
To be able to read well as well as to manage one's own reading is important because it leads to the development of learner autonomy, which is necessary for learners in the 21st century. The present study investigates the effects of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students'…
Descriptors: Blended Learning, Personal Autonomy, Undergraduate Students, Instructional Effectiveness
