A thematic analysis of online learning experiences among students of a language programme: instructors’ delivery and peer interaction / Ahmad Harith Md Yusuf … [et al.]

Md Yusuf, Ahmad Harith and Maulan, Sumarni and Fang, Jing and Hoo, Jean and Jailani, Adi Idham and Mohamad Ayob, Norazlina (2021) A thematic analysis of online learning experiences among students of a language programme: instructors’ delivery and peer interaction / Ahmad Harith Md Yusuf … [et al.]. In: International Conference of Research on Language Education (I–Role) 2021: Engaging in Change: Empowering Linguistics, Literature & Language. Akademi Pengajian Bahasa, Alor Gajah, Melaka.

Abstract

The Fully Online Learning Community (FOLC) framework was authored by Van Oostveen (2016) based on a social constructivism theory that proposes all knowledge develops as a result of social interaction. Amid Covid-19 pandemic, students and instructors alike are forced to be a part of this community of which their experiences with ‘social presence’ are crucial to inform curriculum designers the efficacy of online learning curriculum, Thus, this paper aims to look into the online learning experiences among a group of students in a language programme particularly on their social involvement: instructors’ delivery and peer interaction. A six-stage thematic analysis (TA) (Braun & Clark, 2006) was used to code the data derived from 256 respondents of an open-ended questionnaire. A total of 11 recurring themes were found for instructors’ delivery: platform, material, delivery technique, interaction, support, feedback, live session duration, availability, instructors’ characteristics, mode suitability and materials accessibility. However, only six themes were coded for peer interaction: activities, support, mode suitability, platform, cooperation and the Internet connectivity. These themes correspond with seven of the nine dimensions of online learning design proposed by Means, Bakia and Murphy (2014) which are modality, pacing, instructor role online, student role online, online communication synchrony, pedagogy and source of feedback. In conclusion, TA is useful for curriculum designers and instructors to improve the existing online learning curriculum and practices while it benefits students to make them become better learners in online learning.

Metadata

Item Type: Book Section
Creators:
Creators
Email / ID Num.
Md Yusuf, Ahmad Harith
harith424@uitm.edu.my
Maulan, Sumarni
UNSPECIFIED
Fang, Jing
UNSPECIFIED
Hoo, Jean
UNSPECIFIED
Jailani, Adi Idham
UNSPECIFIED
Mohamad Ayob, Norazlina
UNSPECIFIED
Contributors:
Contribution
Name
Email / ID Num.
Patron
Mohd Nor, Abd Halim
UNSPECIFIED
Advisor
Md Badarudin, Ismadi
UNSPECIFIED
Advisor
Jono, Nor Hajar Hasrol
UNSPECIFIED
Advisor
Ismail, Shafinar
UNSPECIFIED
Advisor
Maulan, Sumarni
UNSPECIFIED
Advisor
Md Yusuf, Ahmad Harith Syah
UNSPECIFIED
Advisor
Mahpoth, Halim
UNSPECIFIED
Subjects: L Education > LB Theory and practice of education > Blended learning. Computer assisted instruction. Programmed instruction
P Language and Literature > P Philology. Linguistics > Language and education
Divisions: Universiti Teknologi MARA, Melaka > Alor Gajah Campus
Keywords: Thematic analysis; Online language learning; Instructor’s delivery; Peer interaction; Students
Date: 2021
URI: https://ir.uitm.edu.my/id/eprint/45778
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