We generally face problems with blended learning when it comes to students' interaction or involvement in the classoom. Of course blended learning is a boon, but when I talk about the ESL learners we generally find them not speaking, they are not able to interact owing to many reasons even if the classroom is interactive what can be the reason for this?
Bring forward new pedagogical applications. Check this:
https://teachonline.ca/tools-trends/how-teach-online-student-success/new-pedagogy-emerging-and-online-learning-key-contributing-factor
https://teachonline.ca/sites/default/files/tools-trends/downloads/a_new_pedagogy_is_emerging.pdf
سؤال جيد ومفيد... أنا مهتم بمتابعة الإجابة عنه، ومن خلاله أثرت الفضول العلمي لديّ، سأسعى للبحث فيه، وسأتابع إجابات السادة الباحثين عنه...
إلى ذلك الوقت أرجو أن تستمر المسيرة العلمية من خلال تبادل القراءات والتوصيات وتسجيل الإعجاب بالأعمال البحثية المنشورة في هذا الموقع، وتبادل الردود عن الأسئلة المطروحة، وأنا أعدكم بالقيام بذلك تجاهكم.
ملاحظة: في حالة وجود إمكانية للاقتباس من أعمالنا البحثية يرجى التفضل بفعل ذلك تكرما.
شكرا جزيلا.
Good question. I am really interested to follow the other researchers' answers, since this question made me curious about it even more. Thank you.
I hope we can complete exchanging knowledge by reading, recommending, following, and downloading our researches and works, for both of us. Also, answering the questions, so that we get the best out of it.
Note: If there is any possibility to cite from my works, then you are more than welcome.
Regards
Self-regulation! One of the key elements in Emotional Intelligence.
In face to face(F2F) classrooms, students are accustomed to the condition of information being "pushed" to them, while the learning online calls for "drawing." Therefore, the initiative on the students' side is of utmost importance so that they become mindful of what is going on.
The other side of the story is how to make the online platform and APPs more "sexy," ensuring their appearance attractiveness together with pedagogical validity so that they engage the learners in meaningful ways.
Engagement must be assured using more interactivity for EFL students by using for example, Reciprocal Teaching, where students are themselves involved in the making of a more attractive class.
Absolutely! A classroom based on socio-constructivism calls for joint efforts from the participants in addition to the instructors’ contribution.
In blended learning there is a great scope of enhancing student‘s learning and for this purpose the first and foremost thing is teacher’s interaction strategies and teaching techniques to enhance motivation and engagement of the learners. The problem that hinders is lack of motivation and boredom, if a teacher overcomes these hinderances, he/she will definitely get benefit from blended teaching.
I agree with @Weihua that it is important that students need to be “mindful of what is going on” and this can be possible through involving them more. You could for instance try getting their perceptions of your present ESL classroom learning experiences and building on that in designing future learning. In addition, provide them with more scope and space to engage their learning with more fun. Interactive and creative content as well as meaningful and decontextualized feedback appropriate to learning platforms could make the difference. You can also consider the strong arguments in support of individualized approaches, as an example, see the work by Zhang, J. H., Zou, L. C., Miao, J. J., Zhang, Y. X., Hwang, G. J., & Zhu, Y. (2020). An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment. Interactive Learning Environments, 28(2), 231-245.
Great comments! Just one question, do you mean “contextualised feedback”?
Yes, contextualized taking cognizance of each of the two blended learning environments. And this is important in terms of assessing and mediating students' learning support needs using the feedback process
I supported those previous contributions. With patience in the site of teachers, learners can cope with the change to blended learning. COVID-19 has really gave lessons and eyes opener to technological tools, therefore, teacher and students have to embrace it especially during this challenges of COVID-19 pandemic.
if learners are not sure about the consequences after their efforts of trying, they may refrain from taking the risks.
humans are genetically wired to communicate unless the environment forbids.
HHH
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