POSTGRADUATE STUDENTS’ PERCEPTIONS OF ONLINE LEARNING IN A JOINT MA TESOL PROGRAMME: A CASE STUDY
Main Article Content
Abstract
Since Covid-19 pandemic, the use of online learning has gained far more currency, not merely in domestic training programs but also in transnational ones. Drawing on a case study of joint MA TESOL program between a Vietnamese college and an Australian college, the researcher investigates the perception of postgraduate students, who are mostly in-service English teachers, towards their online learning experience on LMS (learning management system) as well as Zoom and Microsoft Teams platforms with professors from the two countries. The study employs mixed methods, including a questionnaire and a semi-structured interview. 18/43 students in the chosen cohort answered the questionnaire, and three of them attended the interview. The study found that the students’ overall perception towards the LMS of the joint program was quite positive, as it was user-friendly and had useful resources although some limitations still existed. Regarding online learning experience on Zoom and Teams, many students admitted that they could not maintain their interest and engagement throughout the online sessions on these platforms though professors employed different techniques.
Article Details
Keywords
online learning, TESOL, MA, transnational
References
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Singh, V., & Thurman, A. C. (2019). How many ways can we define online learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). The American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Tan, P. J. B. (2015). English e-learning in the virtual classroom and the factors that influence ESL (English as a Second Language): Taiwanese citizens’ acceptance and use of the Modular Object-Oriented Dynamic Learning Environment. Information Sur Les Sciences Sociales/Social Science Information, 54(2), 211–228. https://doi.org/10.1177/0539018414566670
Tan, F., Nabb, L., Aagard, S., & Kim, K. (2010). International ESL Graduate Student Perceptions of Online learning in the context of second language acquisition and Culturally Responsive Facilitation. Adult Learning, 21(1–2), 9–14. https://doi.org/10.1177/104515951002100102
Tran, T. T. (2014). Internationalization of higher education in Vietnam opportunities and challenges. VNU Journal of Foreign Studies, 30(3), 61-69. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/456
Wahhabi, G. A., & Rajab, B. A. (2022). The impact of online learning on the female MA TESOL students’ academic performance during the covid-19 pandemic. Open Journal of Modern Linguistics/Open Journal of Modern Linguistics, 12(3), 313–335. https://doi.org/10.4236/ojml.2022.123024
Wong, J. (2020). A pandemic in 2020, Zoom and the arrival of the online educator. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.19
Yeo, M., & Newton, J. (2021). Inclusive transnational education partnerships: A case study of a Master of Arts in TESOL program. RELC Journal, 52(2), 287–306.
Almarabeh, T. (2014). Students’ perceptions of e-learning at the University of Jordan. International Journal of Emerging Technologies in Learning (iJET), 9(3), 31. https://doi.org/10.3991/ijet.v9i3.3347
Barnawi, O. Z., & Ahmed, A. (2021). TESOL teacher education in a transnational world. https://doi.org/10.4324/9781003008668
Ebner, M., Schön, S., Braun, C., Ebner, M., Grigoriadis, Y., Haas, M., Leitner, P., & Taraghi, B. (2020). COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness”. Future Internet, 12(6), 94. https://doi.org/10.3390/fi12060094
Filice, S., & Bardetti, D. (2018). Online TESOL Teacher Education: Outcome of a Pilot Project. Directory of Open Access Journals. https://doi.org/10.20368/1971-8829/1360
Hall, D. R., & Knox, J. S. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63–85. https://doi.org/10.1080/01587910902845964
Jović, M., Stanković, M., & Nešković, E. (2017). Factors affecting students attitudes towards e-learning. Management Journal of Sustainable Business and Management Solutions in Emerging Economies, 22(2), 73. https://doi.org/10.7595/management.fon.2017.0016
Keller, C., & Cernerud, L. (2002). Students’ perceptions of e-learning in university education. Journal of Educational Media, 27(1-2), 55-67. https://doi.org/10.1080/0305498032000045458
Knight, J. & McNamara, J. (2017). Transnational education: A classification framework and data collection guidelines for international programme and provider mobility (IPPM). British Council & German Academic Exchange Service.
Malczewska-Webb, B., Vallero, A., King, C. P., & Hunter, S. (2016). Breaking down the barriers of online teaching: Training TESOL teachers in a virtual environment. In Second language learning and teaching (pp. 237-258). https://doi.org/10.1007/978-3-319-31954-4_16
Miliszewska, I. (2008). Transnational Education Programs: Student reflections on a Fully-Online versus a Hybrid model. In Hybrid Learning and Education. (pp. 79-90). https://doi.org/10.1007/978-3-540-85170-7_7
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Nhan, D. (2024, January 16). There are over 400 joint training programs, but no circular on management and training are available. Vietnam’s Education. https://giaoduc.net.vn/hon-400-chuong-trinh-lien-ket-nhung-chua-co-thong-tu-ve-quan-ly-va-dao-tao-post240485.gd
Paechter, M., & Maier, B. (2010a). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
Paechter, M., & Maier, B. (2010b). Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
Ren, X., & Zhou, Y. (2024). Multifaceted challenges and opportunities: Concurrent mixed methods research to investigate Chinese exchange students’ experiences in the U.S. transnational online learning ecology. Online Learning, 28(2), (405-426). https://doi.org/10.24059/olj.v28i2.4090
Riaz, N. & Trifiro, F. (2024). The untapped value of transnational education. (n.d.). University World News.
Scally, J., & Jiang, M. (2019). ‘I wish I knew how to socialize with native speakers’: supporting authentic linguistic and cultural experiences for Chinese TESOL students in the UK. Journal of Further and Higher Education, 44(10), 1335–1348. https://doi.org/10.1080/0309877x.2019.1688263
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation Technology Market and Complexity, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Singh, V., & Thurman, A. C. (2019). How many ways can we define online learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). The American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative E-Learning tools in higher education in Poland. Journal of Open Innovation, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Tan, P. J. B. (2015). English e-learning in the virtual classroom and the factors that influence ESL (English as a Second Language): Taiwanese citizens’ acceptance and use of the Modular Object-Oriented Dynamic Learning Environment. Information Sur Les Sciences Sociales/Social Science Information, 54(2), 211–228. https://doi.org/10.1177/0539018414566670
Tan, F., Nabb, L., Aagard, S., & Kim, K. (2010). International ESL Graduate Student Perceptions of Online learning in the context of second language acquisition and Culturally Responsive Facilitation. Adult Learning, 21(1–2), 9–14. https://doi.org/10.1177/104515951002100102
Tran, T. T. (2014). Internationalization of higher education in Vietnam opportunities and challenges. VNU Journal of Foreign Studies, 30(3), 61-69. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/456
Wahhabi, G. A., & Rajab, B. A. (2022). The impact of online learning on the female MA TESOL students’ academic performance during the covid-19 pandemic. Open Journal of Modern Linguistics/Open Journal of Modern Linguistics, 12(3), 313–335. https://doi.org/10.4236/ojml.2022.123024
Wong, J. (2020). A pandemic in 2020, Zoom and the arrival of the online educator. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.19
Yeo, M., & Newton, J. (2021). Inclusive transnational education partnerships: A case study of a Master of Arts in TESOL program. RELC Journal, 52(2), 287–306.