Writing becomes one of the complex processes in learning English. Findings for each of type of the presence bear interesting implications for the teaching of learning of online classes using group work approach. A general overview of the findings reveals the importance of having more experience in the online class environment in order to gain most of what is taught. Section C has 8 items on social presence and section D has 8 items on cognitive presence. Section B has 8 items on teaching presence. Section A has items on the demographic profile. 175 respondents were purposively chosen to answer the survey. Specifically, this study is done to explore group interactions during online learning across experience. Three aspects were reviewed in terms of teaching presence, social presence, and cognitive presence. In addition to that, some learners had more experience being in online classes than their peers and that can be of some difference. Thus, this study investigates the experiences of learners from different levels of study in online group work. However, the online classroom has made group work more challenging. Group work can improve cognitive learning among its students. Students learn to assimilate disparage ideas and merge them into a single solution, while simultaneously learning to work and communicate within a group in a constructivist environment. Group work has found to be a useful tool for teaching especially in the traditional classroom. Moreover, group interaction through tutorial and social media should be established. Accessibility of internet and social media networking should be ensured atleast in study centers. Quality students support services can improve the communication process. It was recommended to provide better communication facilitates to the distance learner through digital support services. It was concluded that distance learners faced challenges in communication which affect the achievements of distance learner. Data were analyzed through mean score and standard deviation. Four questionnaires based on five-point Likert scale were used for data collection. All the Academia of Faculty of Education, all the Regional Heads and 300 tutors of M.Ed program were included in the sample. Stratified random sampling technique was used to select 380 M.Ed students from the five main regions of Allama Iqbal Open University. Therefore, present study was designed (i) to explore the communication barriers faced by learner in distance education and (ii) to find out the effects of these communication barriers on achievement of distance learners. These are social barriers, cultural barriers, temporal barriers, technical barriers, psychological barriers, contextual barriers and collaboration barriers. But there are certain barriers which restrict the people's expression. Communication transmits information, ideas and feelings from one person to another.
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