Engaging Generation Z: A Study On Facebook Group Implementation In Language Courses And In Multiple Contexts

This dissertation uses a mixed-methods approach with both an analysis of Facebook group data from a 2016 faculty-led trip and a meta-analysis of Facebook group studies from the past five years to examine popular theoretical frameworks, publication bias, themes, and how a Facebook group can be used with Generation Z learners to facilitate engagement with language instruction. The research was supported by a literature review that includes second language acquisition theory, sociocultural theory, and generational theory. The study revealed that a Facebook group can facilitate engagement for Generation Z language learners at the university level by creating an environment that is personal, social, and engaging through four types of posts while providing analytical tools to help ensure that each student is viewing the material. The meta-analysis revealed that there is very little overlap in the theoretical framework of current studies on Facebook group utilization with university students, and the studies centered on three major themes: (1) Facebook groups are comfortable for Generation Z, (2) Facebook groups facilitate student engagement, and (3) Facebook groups can help improve student course performance. This research also gives examples of posts and suggestions for educators to consider before utilizing a Facebook group with students

Социальная открытая образовательная среда "общество": новая платформа для социальной образовательной сети, отвечающей современным требованиям

В статье рассматривается структура социальной образовательной сети, способной отвечать требованиям современного студента и преподавателя

Using an LMS in Teaching English: A Qualitative Content Analysis of Medical Sciences Students’ Evaluations and Suggestions

In this study, I aimed to discover Iranian medical sciences students’ evaluation of using a Learning Management System (LMS) in teaching English and to collect their suggestions for using the system more efficiently. To collect data, I conducted semi-structured interviews with 38 students. The themes emerging from the qualitative content analysis of the students’ responses were (1) technical advantages (accessibility, and online homework bank), (2) educational gains (learning gains, benefits for professors, and professor-student interaction), (3) logistical benefits (optimizing class time, task management, and logistical support), (4) educational shortcomings (limited instruction, correction and feedback, and academic misconduct), (5) technical limitations (Internet problems, and technical glitches), (6) administrative problems (time mismanagement, and logistical challenges), (7) education development (instruction, educational materials, organizing tests, correction and feedback, and quantity and quality of assignments), (8) LMS platform modifications (offline platform, and upgrading the LMS), and (9) logistics improvement (student support, and time management). Based on the findings, the educational officials should consider the educational, technical and logistical requirements of using the LMS in the university programs, use a field-specific LMS or modify the existing one with an eye to the students’ needs, and improve the infrastructure required for using web-based educational technologies

Language Learning Effectiveness (Outcome) of an Online Synchronous EFL Program Compared to an ESL Face-to-Face Program

Abstract To provide English learning opportunities to International students while in their home countries, I designed an English as a Foreign Language (EFL) synchronous online program delivered via videoconferences. The purpose of this study was to evaluate the efficacy of an Online EFL program when compared to a regular in-person Intensive English Program (IEP) where students are immersed in the American culture. The control group was composed of 88 students from Spanish and Portuguese-speaking countries in South America that took the IEP offered by a private university in Kentucky in the past five years. Students in the control group had eight weeks of in-person English classes. The experimental group was composed of 88 students who participated in the EFL pilot course offered to Spanish and Portuguese-speaking students. The course was offered free of charge via zoom conferences twice a week for 8 eight weeks. The students were recruited over Facebook and WhatsApp. The study\u27s premise was to have students engaged in meaningful English language interactions with their peers and instructors to verify if there were significant differences between the pre and post-tests gains in both groups (Control and Experimental Group) of treatment (in-person and online English instruction). The results indicated a language gain in listening, grammar, and vocabulary for both groups, suggesting that both treatments produced similar language skills improvements. In virtue of the results, the author recognizes that the implementation of EFL programs delivered 100% online via videoconferences is a viable solution to problems of cost and mobility for English Language Learners (ELL), particularly in times of global crisis, such as the COVID-19 pandemic. Keywords: CALL, MALL, Language Program Comparison, EFL via videoconference

Promoting EFL Learning Outside the Classroom Through the Use of Web-based Technologies After the Adoption of Blackboard in a Saudi University

Many Saudi universities recently have used different technologies including a learning management system (LMS) to establish their blended learning systems. Faculty and students are encouraged to use online resources in their courses. I was interested in learning if English as a foreign language (EFL) teachers used Blackboard as a LMS to promote English learning outside the classroom and to extend limited opportunities of using English in Saudi Arabia. This study is important for EFL teaching and learning because it describes how web-based learning platforms are used to promote learning of English. It also sheds light on the teachers\u27 approaches, suggestions, and perceptions as well as on the students\u27 experiences and perceptions. It helps policymakers in Saudi Arabia to understand the role of web-based technologies (WbTs) in students\u27 learning of English outside the classroom. This study is motivated by one main research question: How does the adoption of Blackboard in this university help teachers provide web-based opportunities and employ online resources to support students\u27 English learning outside the classroom? This question is explored through three sub-questions. This qualitative study collects data from EFL teachers and students at a Saudi university through questionnaires, interviews, and follow-up questions. These multiple methods enabled me to find four teachers and nine students who richly experienced the implementation of Blackboard and other WbTs. The data analysis process produces descriptive codes and themes. It shows that the adoption of Blackboard at SSU was a fundamental change that had many consequent changes. The findings reveal that these changes were related and worked together to provide many learning opportunities and to expose students to English in real-life situations. Using WbTs reshapes EFL teaching approaches (Chapelle, 2009) and offers blended learning experiences as optimal learning environments for EFL students to learn by themselves. Participants were enthusiastic, confident, and highly motivated to utilize more WbTs in their course work. Curriculum developers and teachers are encouraged to choose more meaningful activities to meet many students\u27 needs, interests, and learning styles. I conclude by requesting the Saudi policymakers to adopt in the near future LMSs in Saudi educational institutions

Strategies for Integrating and Sustaining Disruptive Innovations in Small Businesses

The evolution of technology has led to a need for business leaders to embrace disruptive technology for the purpose of capturing new markets and remaining competitive. Multiple challenges have been faced by business leaders in the processes of integrating and sustaining disruptive innovations, resulting in the failure to achieve expected efficiency and profitability. The purpose of this multiple case study was to explore strategies used by business leaders to integrate and sustain disruptive innovations. The conceptual frameworks were Roger\u27s diffusion of innovation theory and Christensen\u27s disruptive innovation theory. Semistructured interviews were administered to 10 business leaders and employees from institutions of higher learning in the Northeastern region of the United States. The participants were selected using a purposive nonrandom sampling technique. The selection criteria included organizational leaders, technology professionals, training and development professionals, and organizational end-users. Three themes and several subthemes were identified. The strategies for integrating and sustaining disruptive innovations include training, changeover mechanisms, and the use of critical resources. The procedural and structural factors in processes to integrate and sustain disruptive innovations include identifying critical success factors, ascertaining benchmarks, determining levels of support and effectiveness. Obstacles faced during the processes of integrating and sustaining disruptive innovations were categorized into human, technology, changeover, and external issues. Social change may be realized through the improved success rates of small business leaders implementing disruptive innovations by increasing meaningful employment and enhancing livelihoods

Transformation Change via Disruptive Technology: Removing Education Barriers in K-12 through Distance and Blended Learning

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Lisa Cluxton Jones on July 29, 2013

A Mixed Method Study of Community Development in Online Learning Envirnonments

This study examined the effect of synchronous and asynchronous communication methods on a sense of community development in online learning environments. The researcher surveyed 734 online students at a small private school in East Texas, examining the variables of synchronous and asynchronous communication methods to evaluate the sense of community experienced in online learning environments. The study used a convergent mixed method using the Classroom Community Scale along with supplemental open-ended questions. A factorial analysis was conducted, resulting in two factors: supportive relationships and a sense of reliance. The responses expressed the use of discussion boards, emails, and self-recorded videos as the asynchronous methods of communication that added to a sense of community. Five themes emerged (personal reasons, online course structure, a sense of community, faith-based education, and financial) explaining factors that enhance retention and persistence in online learning within the university