Advertisement

Micro- and Macro-Perspectives on Students’ Attitudes to Online Classes

  • Anna TurulaEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

The article is devoted to the problem of online TEFL course writing vis à vis students’ attitudes to e-learning looked at from two different perspectives: macro and micro. The former involved a large-scale study based on two surveys tapping into (n1 = 398; n2 = 331) related to e-learning, carried out at the College of Foreign Languages in Czestochowa, Poland; the latter was a small-scale qualitative investigation of the College students’ opinions on a particular e-course in progress, informed by regular feedback sessions with three student-reviewers who had volunteered to take part in the said course and evaluate it. In the course of the two studies, it was possible to delineate the following characteristics of a good online course: ample choice as regards both content and form; a good balance between teacher control and learner autonomy; multi-source supplementation to lecture content; teacher-student and student–student interactivity; and easy access to handouts and revisions.

Keywords

Adult Learner Presentation Mode Learner Autonomy Student Voice Online Classis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Billington, D. 2000. Seven characteristics of highly effective adult learning programs. The adult learner in higher education and the workplace. New Horizons (www.newhorizons.org/article_billington1.html).
  2. Bloom, B. 1956. Taxonomy of educational objectives: The classification of educational goals. New York: David McKay.Google Scholar
  3. Brundage, D. H. and Mackeracher, D. 1980. Adult learning principles and their application to program planning. Ontario: The Ministry of Education.Google Scholar
  4. Holster, J. 1986. Student autonomy in adult classes. Manchester Monographs 05/86.Google Scholar
  5. Knowles, M. 1990. The adult learner. A neglected species. Houston, TX: HH Editors, Gulf Publishing Co.Google Scholar
  6. Lewis, M. 1986. The English verb. Hove: Language Teaching Publications.Google Scholar
  7. Nunan, D. 1988. The learner-centred curriculum. Cambridge: Cambridge University Press.Google Scholar
  8. Turula, A. 2006. Language anxiety and classroom dynamics. Bielsko-Biała: Wydawnictwo Naukowe ATH.Google Scholar
  9. Willis, D. 2005. Rules, patterns and words. grammar and lexis in English language teaching. Cambridge: Cambridge University Press. Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.College of Foreign LanguagesCzęstochowaPoland

Personalised recommendations