Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning
Date Issued
August 2016
DOI
10.14705/rpnet.2016.eurocall2016.589
Abstract
This article examines the impact of online synchronous tutorials on eight
second language (L2) practitioners enrolled in a Master of Arts (MA) in ComputerAssisted
Language Learning (CALL) L2 Curriculum Development and Evaluation
module. The module is delivered asynchronously and synchronously (lecture).
To accommodate immediate interaction to the instructor and the students, weekly
synchronous online tutorials were also included. These tutorials aimed to give the
opportunity to learners to get their questions answered immediately and receive instant
feedback, reinforce their understanding of the content covered and the assigned tasks,
discuss issues of concern, share ideas and knowledge, and interact with the instructor
for questions or problems. A mixed-method data collection approach was used (records
of student participation, online interviews in the middle of the course and online
interviews at the end of the 13-week module). The data analysis indicated a positive
attitude towards tutorials, improvement in clarity in participants’ understanding of the
material studied and development of a sense of comfort and reassurance.
second language (L2) practitioners enrolled in a Master of Arts (MA) in ComputerAssisted
Language Learning (CALL) L2 Curriculum Development and Evaluation
module. The module is delivered asynchronously and synchronously (lecture).
To accommodate immediate interaction to the instructor and the students, weekly
synchronous online tutorials were also included. These tutorials aimed to give the
opportunity to learners to get their questions answered immediately and receive instant
feedback, reinforce their understanding of the content covered and the assigned tasks,
discuss issues of concern, share ideas and knowledge, and interact with the instructor
for questions or problems. A mixed-method data collection approach was used (records
of student participation, online interviews in the middle of the course and online
interviews at the end of the 13-week module). The data analysis indicated a positive
attitude towards tutorials, improvement in clarity in participants’ understanding of the
material studied and development of a sense of comfort and reassurance.
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