When we examine technology in education, we will see just what kind of impact technology has on learners and lecturers, as well as how deeply it is rooted in education. As education and technology are combined, an even more engaging learning experience is created. To obtain greater cognitive skills such as analytical and critical thought, technological implementation, and increased morale and behaviors, technology should be incorporated into the everyday curriculum. This essay discusses some of the impact of technology on education based on instructional experiences, immersive learning environments, and learner feedback. Over the last 50 years, there has been a significant advancement in online education. Taking a look at just 20 years, technology were not prevalent in the school, let alone at home. That being said, as we glance at it now, we see that technology and learning have been offered a better meaning. In these challenging circumstances, we are particularly feel it during COVID-19. After all, it was essential for classrooms to make substantial improvements to enable learners to take care of their schooling through distance classes. During this period, my education went online as well. I take online courses that I am responsible for in the department of English language teaching and psychological counseling. Hence, technology is being benefited at homes of students to address their learning needs. But as of now, online learning in Turkey and across the globe has been the form of education due to the epidemic that we are currently facing not just in Turkey but across the globe. Currently, the form of education seems to be either doing with online classes, interactive classes, or distance education, which is schooling due to the use of technology.

Distance education is an ever-changing operation. It evolves and expands over time, reacts to the interests of national cultures, and tracks the differentiate into specialized that the model initiates around the world. In the latter half of the twentieth century, the most important change in the academic discipline was the advent of information as a power. The combination of information growth and concurrent unsustainability of information has rattled our teachers and school administrators to the point that they have been pushed to pursue new alternatives to the existing paradigm in order to face problems such as globalization of instruction and ongoing or life long education. Distance education addresses a long-standing need for semi schooling at a reduced rate, serving the people regardless of their background or living circumstance; the pupil has a great incentive to take lessons; and it takes kids away from bashing behavior on school. Distance education allows students to study at their own pace. That’s an excellent choice those who are still committed to community and jobs. Classes can adapt to a student’s calendar, allowing them to check in to their classroom at a reasonable hour well for them rather than needing to take a class at a certain time. Being a student who enjoys distance education works best for others who are self-motivated. Therefore, it is aimed to examine the following issues through this article; distance language teaching with technology, the role of presence in the online environment, the student engagement in online learning, flipped classroom in online teaching in terms of open and distance learning. Some of these issues will be reinforced by discussions and thoughts that we have as a pair with my classmate on YouTube and some on Teams.

First of all, I would like to progress across distance education using technologies that can support learners in enriching their learning.  As online learning platforms becoming more common between students, the transformations of technology-based distance education instructional dimensions and free software apps such as Moodle, Teams, Kahoot, Quizz, and Voice Thread are providing innovative methods for distance education.  Many learners are being exposed to the possibilities of doing assignments outside of the school day to earn extra points or to supplement assignments provided by their teachers.  Future school administrators will be required to monitor and appreciate the essence of distance education technology, as well as to have had the experience in managing them.  My friend and I believe that in order to be competent and capable of increased educational’ learning, teachers and school administrators must be both accessible to learning and specialists in this area.  The biggest benefit of simultaneous online learning is that it encourages learners to engage in higher academic conditions that would otherwise be difficult due to distance learning.   Pupils  can access  to the computers and Internet networks from everywhere in Turkey.   Furthermore, the interactive platform enables students and instructors more flexibility to participate in class.   Attendees use their laptops to enter the simulated classroom rather than actually “moving to the class.” Students will communicate with one another in a dynamic way thanks to distance education.  Assets and insights are communicated, and the teaching method generates constant cooperation.  Each student may relate to class conversations and reflect on the performance of everyone else. Among the most distinctive and important characteristics of the online education model is the unity that occurs in the student-centered interactive classroom. Prospective schools refer to instructional content, tutorials, and textbook, as well as feedback by other participants, in an online conversation.  Students will frequently refer to these issues in a wider discussion by including experiences from their own lives.  As a consequence of these circumstances, smaller discussions occur within the party at the same time.  This was something we did for our peers.  Although participants should review all of their peers’ perspectives, they must consciously participate in only those aspects of the discussion that are more important to their own interactions.  In this manner, learners have autonomy of their educational environment and can adapt discussion groups to their individual needs. Students should preferably make their own unique performance to the class while still bringing away a rare blend of applicable knowledge.

Secondly, I’d like to stress the significance of unveiling the position of presence in the online environment in comparison to face-to-face education, by connecting presence to relationships, aspects of presence, and the effectiveness of creating presence. With exception of face-to-face education, which is dependent on physical appearance and instructor poignancy, teaching presence in online education is dependent on curriculum preparation and coordination, online dialogue cooperation, and sharply delineated direct instruction.  So, first and foremost, there is cognitive presence.  The extent of teaching control varies depending on the course and the teacher.  Undergraduates who are more autonomous would need less adjustment than any other first undergraduates.  For instance, successfully directing online discussions is an essential technique for promoting cognitive presence.  Facilitating and teaching how a novice in the profession can think about a topic, challenge, or event may become more common in required courses as learners facilitate learning in the field. Social presence is particularly relevant at the start of class,  when learners are taking to fully trust teacher and one another.  Learners who can form reciprocal relationships with peers are more likely to associate with the class and its material.  In teams, actions such as tracking each other’s success and keeping each other responsible for productivity and goals set the tone for the group.  Creating good rapport and confidence with other learners is also important for efficient teamwork. Productive cooperative learning is often dependent on students’ confidence and performance levels with one another, so developing healthy relationship and a feeling of connection is essential for establishing social rules and engaging in strong cooperation.  It is challenging, but not unthinkable, for learners to really get to know one another and teacher on a more personal level in an online class.  Supplying an option for learners to present oneself to the classroom preferably by recording  is a helpful place to begin in order to support the students view  each other as “true humans” rather than just names on a computer. Learners may insert footage of themselves into Canvas debates, or an effective option is to use Voice Thread.  You are in the online course, working on a task; how can you ‘see’ your peers and feel like you’re not lonely? The online learner is just as liable as the teacher for the social presence and involvement in the meeting; it is a multiple conversation. Students will understand that growing their attendance level often raises their enthusiasm, which is probably to lead to class performance. Consider related approaches for engaging in the exchange of personal memories and interactions, daily reviews, and constant interaction. From the standpoint of educators, we believe that a consistent presence in the virtual class can be reconciled to good bonds with the pupils. If learners have a positive and meaningful interaction with their instructor, they will be more likely to question themselves, and the “presence” will be concentrated on enhancing their success. It is prominent to note, though, that developing a good and stable interaction with many learners can take a bit of time. Furthermore, some of the learners would consistently destroy the bridges that we are attempting to establish. As future English teachers, we must be resilient enough to actively repair these bridges.

Thirdly, the term “mind-boggling” has been used several times in recent times as COVID-19 inhibits people’s daily routines all across the world. Family members are alienating at home in the hopes of stopping the lethal virus because it is no longer possible to function at the workplace or have fun on the park. As we young adults  are dealing with this mind-boggling  global pandemic and using the tools at our disposal to sustain our families and lives, learners do not have the same opportunity without our assistance. The teacher’s viewpoint, like mine, looks much further on learning process: expectations and objectives that learners must achieve by the end of the year in order to be ready to pass on to the next grade. We are seeing an extraordinary barrier that is threatening not just students’ educational excellence but also their opportunity to communicate with their friends and supervisors who comprise their larger group. The instructor’s part in the teaching and learning environment is to prepare learners not only with theoretical knowledge but also with personal and psychological consciousness; the classroom provides enough opportunity for students to handle challenging emotions and complicated circumstances. However, the physical environment has vanished, and the vital link to the classrooms is now only available via a monitor. Teachers ought to leverage interaction with our simulated learning environment now more than ever to reach out to students who might need us who need their daily routine when the majority of their social environment has suddenly closed down. Although it is frustrating that we cannot be with each other in our preferred setting, there is a feeling of outstanding independence in the interactive atmosphere. We, as a pair sure that teachers will accept that the lack of the classroom setting, bell ringing to indicate when it is time to invest in a new class, allows for more consistency in curriculum design and implementation. This is particularly helpful given that immersive schooling complements more empirical learning and active  experiences, which is fitting now that an instructor is no longer required to manage more than 20 students in real life. Furthermore, our teaching must involve engaging and informative events in which our learners will participate; instead, our instruction is limited to lecturing and reading from a tablet. We are mindful that such participation improves our learners’ schooling as education gradually moves toward more involved, functionalist, interactive lessons. The instructor can not be readily accessible to ensure that the learners perform the tasks, but the instructor may plan them to be so fun that the participant may not need a great deal of coercion to do so! Microsoft Teams is an online platform that can have a lot of student interaction with a little effort. Yes, Pictionary is a perfect area to use for class content, but educators may also integrate regular classroom exercises utilizing a whiteboard, as we did during project development with Gökhan teacher.

Finally, I would like to discuss flipped lessons in online classes. After a few months, teachers and students are settling into the routine of teaching and studying from home, and now is an excellent time to investigate some effective teaching methods, particularly those that fit well enough with distance education. The ‘conventional’ style of teaching is reversed in flipped learning by providing guidance and feedback to learners at home with studying in an individualized way with materials and bringing the ‘home assignment’ aspect into the class. The theory is that classroom instruction is indeed spent on the context of education that gain even more from the instructor’s and classmates’ guidance and feedback. Simple and direct communication channel can be accomplished almost as well  by participants ’ self studying, with learners free to practice at their own speed till they have grasped the essentials.   So it’s basically mixed curriculum, but it’s a bit more normative in regards of what should be achieved at home versus what should be accomplished in physical classroom environment. The flipped classroom enables educators to become learning facilitators and step on from the storyline on a scene style of teaching. The fundamental principles of teachers advising learners or promoting their advancement are founded on the notion that the teacher is no longer at the forefront of experience exchange and use. The instructor is also accessible to the pupil. The teacher stays accessible to learners as a supporter and a guide  , a resource who can periodically review learners’ comprehension for their understanding. Where required, the instructor will ensure instructions on how to interpret knowledge for a unit of review. In a flipped classroom, the facilitator’s position shifts radically, as the educator becomes a resource for students about how to improve their performance. Since learners do so much of their homework from home already, distance learning is a perfect setting for experimenting with the flipped classroom. It will strengthen and enhance your interaction with the learners as the teacher-student paradigm moves from an educational to a collaborative approach, which will also aid with encouragement. As classroom time is spent on realistic implementation of concepts, encouraging learner comprehension, and peer-to-peer communication, it allows for a more exciting and collaborative online class, and with distance learning on the rise, it’s never a terrible opinion to experiment with pedagogical methods that promote autonomous learning between students.  Flipping the classroom is an instructional technique in which learners initially investigate new lesson plan outside of class by watching a tutorial video which is previously recorded  or multimedia course, or by fulfilling a reading or preparatory task. Throughout classroom time is structured around learner participation, questioning, and evaluation, giving learners the option to deal with, submit, and expand on curriculum topics. Throughout meetings are usually comprised of joint course material and the application of constructive learning techniques such as case studies, topic sets, or formal dialogue. As online learning keeps growing and relevant technology become more prevalent and accessible, we believe the expanded use of sequential components will become more popular. Taking elements as a model of an on-campus classroom’s online framework can reinforce the engaging social side, which is often difficult to recreate in distance learning mediums dependent purely on class management tools. The ability to work in communities online is another example of taking a feature that can be very useful in the conventional classroom and reconstructing it in the digital environment. We believe this is a really progressive  concept, and we wouldn’t be shocked if it became more popular in online classrooms in the future.

In conclusion, we assume that having education accessible around the clock ensures quality outcomes, which is inspiring more students to pursue distance education. We enjoy interacting with computers and cell phones, which makes us very optimistic about modern world tool that enables us to hold classes in our hands. Learners will benefit from distance education. Learners in a schooling that is falling behind in its courses may be capable of learning those courses by simulated courses. If learners  struggle with listening or speaking, they will be able to catch up by taking online courses in the evening or during the holidays. As a result, online courses quite definitely help students.

References

Chapelle, C. A., & Sauro, S. (2017). Distance Language Teaching with Technology. The Handbook of Technology and Second Language Teaching and Learning (pp. 134–148). Wiley. https://doi.org/10.1002/9781118914069

Hiver, P., Al-Hoorie, A., & Mercer, S. (2020). Fake or Real Engagement – Looks can be Deceiving. Student Engagement in the Language Classroom (Psychology of Language Learning and Teaching, 11) (Volume 11) (Vol. 11, pp. 122–136). Channel View. https://doi.org/10.21832/9781788923613

Kennedy, G. (2020). What is student engagement in online learning … and how do I know when it is there? The University of Melbourne https://melbournecshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf

Lehman, R. M., & Conceição, S. C. O. (2010). The Role of Presence in the Online Environment. Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners (1st ed., pp. 1–12). Wiley.

Russell Stannard (Teacher Training Videos). (2020, May 4). Using Flipped Classroom When Teaching online [Video]. YouTube. https://www.youtube.com/watch?v=8hLOUlbAgs0

Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 1–27. https://doi.org/10.1080/09588221.2020.1839502

4 thoughts on “Matters that Have Prominence on the Basis of English Language Learning with the Support of Open and Distance Education

  1. You have a very informative and valuable blog . it helps address many issues related to current learning trends.

    1. Thank you for your nice comments 🙂 Yes we’re trying to share posts about current learning trends 🙂

  2. penhive says:

    Very informative

    1. Thank you for your precious comment:)

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