OPINIONES DE LOS ACADÉMICOS SOBRE LA ENSEÑANZA DE LENGUAS EXTRANJERAS: APRENDIZAJE A DISTANCIA EN LÍNEA VERSUS INSTRUCCIÓN PRESENCIAL
DOI:
https://doi.org/10.37536/ej.2024.32.2448Palabras clave:
árabe, educación universitaria a distancia, inglés, enseñanza de lenguas extranjeras, pandemia Covid-19Resumen
Los objetivos de este estudio son examinar los retos a los que se enfrentan los académicos que enseñan lenguas extranjeras (árabe e inglés) a través de la educación a distancia, en comparación con la enseñanza presencial; y sugerir estrategias y soluciones para gestionar los retos y dificultades encontrados en una plataforma de enseñanza en línea. La reciente pandemia de Covid-19 proporcionó un experimento de laboratorio real del que extraer información y enseñanzas, dado que la enseñanza a distancia en línea se utilizó principalmente durante la pandemia para facilitar una educación ininterrumpida. En consecuencia, se entrevistó a 77 académicos que impartían enseñanza de lenguas extranjeras a distancia durante la pandemia. Estas entrevistas se realizaron en el semestre de otoño del curso académico 2022-2023. Las preguntas de la encuesta fueron desarrolladas por los autores, basándose en métodos establecidos. Se desarrollaron preguntas abiertas como herramienta de recopilación de datos en línea, y los datos se obtuvieron con un formulario de entrevista semiestructurada (denominada "Los problemas a los que se enfrentan los instructores que enseñan lenguas extranjeras en árabe e inglés durante la pandemia Covid-19"). En este estudio se ha empleado un método de investigación cualitativo y se ha utilizado un diseño fenomenológico estructurado basado en este método de investigación. Esta técnica se basa en la idea de que la enseñanza debe ser funcional, y que el grado de eficacia con el que se logran determinadas funciones de aprendizaje debe ser observable y susceptible de evaluación. Las conclusiones de este estudio sugieren que la enseñanza presencial es más eficaz que la enseñanza a distancia en lo que respecta a la funcionalidad del aprendizaje. Sin embargo, el estudio también concluye que la combinación de la enseñanza a distancia en línea con la enseñanza presencial (es decir, la enseñanza híbrida) parece elevar aún más la funcionalidad del aprendizaje. Con respecto a la enseñanza a distancia por sí sola, el problema más común experimentado y, por tanto, el mayor reto percibido por los educadores fue la falta de interés y motivación de los estudiantes. Además, se consideró que la evaluación y valoración del rendimiento de los estudiantes en entornos en línea no eran suficientemente precisas. La opinión consensuada de los encuestados es que los enfoques híbridos de enseñanza ofrecen una mayor eficacia en lo que respecta tanto a la estimulación del interés de los estudiantes como a una evaluación más precisa de su rendimiento.
Citas
Akyavuz, E. K., & Çakın, M. (2020). Opinions of School Administrators on the Effect of the Covid-19 Pandemic on Education. Electronic Turkish Studies, 15(4). http://dx.doi.org/10.7827/TurkishStudies.44140
Altıparmak, M., Kurt, İ. D., & Kapıdere, M. (2011). Open Source Learning Management Systems in E-Learning and Distance Education. XI. Academic Informatics Congress, 4(5), 320-321, 4(5), 320-321.
Atak, M., & Atik, I. (2007). The Importance of Continuing Education in Organizations and Its Effect on the Process of Creating a Learning Organization. Journal of Aeronautics and Space Technologies, 3(1), 63-70. https://www.researchgate.net/publication/281411913_Orgutlerde_surekli_egitimin_onemi_ve_ogrenen_orgut_olusturma_surecine_etkisi
Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). A Study on the Effectiveness of Distance Education as a Benefit of the Coronavirus (Covid-19) Pandemic Process. Academia Journal of Educational Research, 5(2), 368-397. http://doi.org/10.30798/makuiibf.1220329
Belousova, A., Mochalova, Y., & Tushnova, Y. (2022). Attitude to Distance Learning of School children and Students: Subjective Assessments of Advantages and Disadvantages. Education Sciences, 12(1), 46. http://dx.doi.org/10.3390/educsci12010046
Bennani, S., Maalel, A., & Ben Ghezala, H. (2022). Adaptive Gamification in E‐learning: A Literature Review and Future Challenges. Computer Applications in Engineering Education, 30(2), 628-642. http://dx.doi.org/10.1002/cae.22477
Bilgiç, A. & Tüzün, H. (2015). Problems Encountered in Web-Based Distance Education Programs of Higher Education Institutions. Journal of Open Education Applications and Research, 1(3), 26-50. https://dergipark.org.tr/tr/pub/auad/issue/3028/42071
Boyadzhieva, E. (2014). Theory and Practice in Foreign Language Teaching-Past and Present. USA: Journal of Modern Education Review, 4(10), 776-788. http://dx.doi.org/10.15341/jmer(2155-7993)/10.04.2014/006
Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., ... & Roncone, R. (2021). Distance Education during COVID 19: an Italian Survey on the University Teachers’ Perspectives and Their Emotional Conditions. BMC Medical Education, 21(1), 1-17. https://doi.org/10.1186/s12909-021-02780-y
de Amorim, L. M., Júnior, J. G., Neto, M. L. R., Lima, N. N. R., AraújoTeixeira, S., & de Sousa Moreira, J. L. (2022). Reflections on early childhood education in the COVID-19 pandemic. Journal of Pediatric Nursing, 65, e26-e27. https://doi.org/10.1016/j.pedn.2021.12.031
Dilman, H. (2022). Evaluation of Foreign Language Teaching via Distance Education by Teachers During the Covid-19 Pandemic. RumeliDE Journal of Language and Literature Research, (31), 1434-1461. https://doi.org/10.29000/rumelide.1222302
Dogan, Y. (2008). The Effectiveness of Activity-Based Studies in Improving the Listening Skills of Primary School Seventh Grade Students. Turkish Journal of Educational Sciences, 6(2), 261-286.
Duran, H., (2008). The Position of Teacher and Student Roles vis-à-vis New Educational Technologies, Journal of Turkish World Research, issue 126, p. 109-120, Turkish World Research Foundation, Istanbul 2008.
Duran, H., (2009), Eğitim Okul ve Şirket, İstanbul Journal Of Sociological Studies, İssie 40, sh. 1-24, https://dergipark.org.tr/en/pub/iusoskon/issue/9505/118813
Emeksiz, B. (2006). Motivation Measurement in Foreign Language (English) Teaching, Master's Thesis, Marmara University, Istanbul.
Eroğlu, F., & Kalaycı, N. (2020). Evaluation of Distance Education Application of Foreign Language Course, One of the Compulsory Common Courses in Universities. Turkish Journal of Educational Sciences, 18(1), 236-265. http://dx.doi.org/10.37217/tebd.683250
Ersoy, A. (2016). Fourth grade students' perception and experiences of tolerance: A phenomenological research. Mersin University Faculty of Education Journal, 12(1).https://hdl.handle.net/11421/14579
Ezginci, Y. (2020). Online Survey Application During the Pandemic Process. Konya Journal of Engineering Sciences, 8, 53-61. http://dx.doi.org/10.36306/konjes.822007
Geray, C. (2007). Distance Education in Turkey. International Journal of Educational Policies, 1(1), 33-62. http://dx.doi.org/10.4018/978-1-59904-935-9.ch208
Gherheș, V., Stoian, C. E., Fărcașiu, M. A. & Stanici, M. (2021). E-learning vs. face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability, 13(8), 4381. https://doi.org/10.3390/su13084381
Kaymas, S. (2023). Rethinking the Role of Cultural Policies for the Creative Industries Ecosystem in the Shadow of the Pandemic. Dokuz Eylül University Social Sciences Institute Journal, 25(2), 678-707. http://dx.doi.org/10.16953/deusosbil.1246681
Kıraç, K. (2020). Method and Aftermath in Foreign Language Teaching: After 2020. International Journal of Current Educational Research, 6(2), 680-691.https://dergipark.org.tr/tr/pub/intjces/issue/59193/780879
Marangoz, M., & Özen, E. K. (2021). Effects of the COVID-19 Pandemic Process on Digitalization in Different Fields: A Conceptual Evaluation. Hittite Journal of Economics and Politics, 1(1), 54-68. https://dergipark.org.tr/tr/pub/hepdergi/issue/69044/1094457
Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022, March). Distance Learning in Higher Education During COVID-19. In Frontiers in Education (Vol. 7, p. 120). Frontiers. https://doi.org/10.3389/feduc.2022.822958
Moreno, J. M., & Gortazar, L. (2020). Escolarización en confinamiento: Experimento natural y prueba de esfuerzo. Profesorado, Revista de Currículum y Formación del Profesorado, 24(2), 168-181. https://doi.org/10.30827/profesorado.v24i2.15540
Murphy, S. (2020). Music Marketing in The Digital Music Industries–An Autoethnographic Exploration of Opportunities and Challenges for Independent Musicians. International Journal of Music Business Research, 9(1), 7-40. https://musicbusinessresearch.files.wordpress.com/2020/04/volume-9-no-1-april-2020-final.pdf
Özdemir, E. A. (2006). Reasons for the Popularization of English Language Learning in Turkey. Mersin University Faculty of Education Journal,2(1). http://dx.doi.org/10.17860/efd.02193
Özer, B. & Korkmaz, C. (2016). Factors Affecting Student Success in Foreign Language Teaching. EKEV Academy Magazine, (67), 59-84. https://hdl.handle.net/20.500.12712/6618
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Sage publications.
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the Continuation of Teaching and Learning During the COVID-19 Pandemic. Oecd, 1(1), 1-38. https://pdf4pro.com/view/supporting-the-continuation-of-teaching-and-learning-71a156.html
Serhan, D. (2020). Transitioning from Face-to-Face to Remote Learning: Students' Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. http://dx.doi.org/10.46328/ijtes.v4i4.148
Siddiqui, S., Hossain, E., Ferdous, R., Arifeen, M., Rahman, W., Masum, S., ... & Gegov, A. (2022). A Comparative Study of Deep Learning Models for COVID-19 Diagnosis Based on X-Ray Images. In Smart and Sustainable Technology for Resilient Cities and Communities (pp. 163-174). Singapore: Springer Nature Singapore. https://creativecommons.org/licenses/by/4.0/
Solak, H. İ., Ütebay, G., & Yalçın, B. (2020). Comparison of Distance Education Students' Exam Success in Printed and Digital Environment. Journal of Open Education Applications and Research, 6(1), 41-52. https://hdl.handle.net/11421/24966
Taşabat, S. E., Oğuz E., Kayaoğlu, G. I. T., & Ersen, M. (2023). A Research on University Students and Academicians' Perspectives on Distance Education During the Covid-19 Pandemic. Data Science, 6(1), 15-33.
Telli, S. G., & Altun, D. (2020). Coronavirus and the Unstoppable Rise of Online Education. Journal of University Research, 3(1), 25-34.http://dx.doi.org/10.32329/uad.711110
Tümen Akyildiz, S. (2020). College Students' Views on the Pandemic Distance Education: A Focus Group Discussion. International Journal of Technology in Education and Science, 4(4), 322-334. http://dx.doi.org/10.46328/ijtes.v4i4.150
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Global Education Monitoring Report 2020: Inclusion and Education: All Means all. 92310038.
Weggen, C. C., & Urdan, T. A. (2000). Corporate E-Learning: Exploring a New Frontier. WR Hambrecht and Co. Microsoft Word - E-learning2-28-00completewebversion.doc (mior.ca), Access Date: 10.09.2023
Yağan, S. A. (2021). University Students' Attitudes and Opinions Towards Distance Education During the COVID-19 Pandemic. Academic Platform Journal of Education and Change, 4(1), 147-174. https://dergipark.org.tr/tr/download/article-file/1785693
Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
Yıldız, E. (2020). Examining the Factors Affecting the Sense of Community of Distance Education Students in Online Learning Environments. Journal of Qualitative Research in Education, 8(1), 180-205. doi:10.14689/issn.2148-2624.1.8c.1s.9m
Zhong, B. L., Luo, W., Li, H. M., Zhang, Q. Q., Liu, X. G., Li, W. T., & Li, Y. (2020). Knowledge, Attitudes, and Practices Towards COVID-19 among Chinese Residents during the Rapid Rise Period of the COVID-19 Outbreak: a Quick Online Cross-Sectional Survey. International journal of biological sciences, 16(10), 1745. https://www.ijbs.com/v16p1745.htm
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Encuentro Journal
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.