Once I Had an English Class: A Story of a Change from Face-to-Face Instruction to A Distant Web-based One*
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Year-Number: 2018-Volume 10, Issue 2
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Abstract
The purpose of this case study was to explore the transformation process from in-class instruction of English courses to web-based instruction within the context of a school of foreign languages at a medium-scale university in Turkey. In this university, English has been taught online (web-based) in most faculties/schools since the beginning of 2013- 2014 academic year. The present study was designed as a case study, where the case explored was the process of change from in-class to web-based instruction from the lens of instructors and students. Participants of the study were selected through purposive sampling method. Accordingly, fifteen English language instructors who have experienced both ways of instruction (i.e. face-to-face and web-based) during the 2014-2015 academic year spring semester and four students who also experienced both ways of instruction participated to the study. Semi-structured interviews were conducted to collect data. The data were analyzed using content analysis method. Results showed that the foreign language school staff were not involved in the decision-making process and the change process was perceived as rapid and tough by the instructors. This, in turn, led to a resistance among instructors to change at first. Despite the initial resistance to the change due to the criticisms and concerns, both instructors and students had to adapt to the new online model of instruction. Then the advantages and disadvantages of the web-based instruction were realized in time. The foremost advantage of the web-based instruction was ‘ubiquity’ and ‘ease of class management’. While the most remarkable disadvantage of the web-based instruction was defined as ‘decreased student attendance and lesson participation’ resulting in ‘inadequate attainment of language learning gains.’
Keywords
Abstract
The purpose of this case study was to explore the transformation process from in-class instruction of English courses to web-based instruction within the context of a school of foreign languages at a medium-scale university in Turkey. In this university, English has been taught online (web-based) in most faculties/schools since the beginning of 2013- 2014 academic year. The present study was designed as a case study, where the case explored was the process of change from in-class to web-based instruction from the lens of instructors and students. Participants of the study were selected through purposive sampling method. Accordingly, fifteen English language instructors who have experienced both ways of instruction (i.e. face-to-face and web-based) during the 2014-2015 academic year spring semester and four students who also experienced both ways of instruction participated to the study. Semi-structured interviews were conducted to collect data. The data were analyzed using content analysis method. Results showed that the foreign language school staff were not involved in the decision-making process and the change process was perceived as rapid and tough by the instructors. This, in turn, led to a resistance among instructors to change at first. Despite the initial resistance to the change due to the criticisms and concerns, both instructors and students had to adapt to the new online model of instruction. Then the advantages and disadvantages of the web-based instruction were realized in time. The foremost advantage of the web-based instruction was ‘ubiquity’ and ‘ease of class management’. While the most remarkable disadvantage of the web-based instruction was defined as ‘decreased student attendance and lesson participation’ resulting in ‘inadequate attainment of language learning gains.’
Keywords
- Distance education started in the 1730s in the world and in 1950s in our country (Antalyalı, 2004). While distance education was once conducted through mail correspondence, radio and television, printed publication or CDROMs at the beginning, today the internet is widely used for distance education (Özarslan, Kubat & Bay, 2007). As asserted by many researchers (Al & Madran, 2004; Erturgut, 2008; Odabaş, 2003; Şahin, 2005), the most common type of distance education is the web-based instruction.
- Odabaş (2003) defines web-based distance education as "interchange of data between advanced technologic devices and remote students and educational staff" (p.24). According to Düzakın and Yalçınkaya (2008), the main characteristic that distinguishes web-based distance education from traditional education system is that it is an education system centered around the student and in this process the individual performs at his own pace and administration with the planning of the instructor. Internet enables various ways of communication, e.g. written, voiced and also visual, thus interaction can be supplied via the internet (Kaya, Erden, Çakır and Bağırsakçı, 2004). Web-based education systems are seen as an alternative and interactive learning resources for all students and students at all levels (Mısırlı, 2007).
- Distance education or online learning is not only the introduction of technological products into education, but also a discipline that involves the planning, designing, producing, presenting and evaluating phases of education (Ozan, 2008). In distance education, the instructor undertakes extra tasks in addition to just delivering the lessons through internet as distance education necessitates new roles to instructors depending on the technology used. In distance education, when faced with some technical problem, the instructor is expected to solve it (Gök, 2011).
- The foremost advantage of distance education is the ubiquity it offers as required by further education and lifelong learning (Çinar, 2011; Deperlioğlu and Yıldırım, 2009; Erdoğan, Bayram and Deniz, 2007; Erturgut, 2008; Işık, Işık and Güler, 2008; Karaş and Kahraman, 2011; Sarıca and Çavuş, 2008). It enables individuals with time constraints and attendance problems to enjoy the advantage of attending an education program anytime and anywhere (Akça, 2006; Thowfeek and Jaafar, 2011; Mısırlı, 2007). The commonly reported disadvantage of distance education is a lack of socialization and the feeling of loneliness (Akça, 2006; Mısırlı, 2007; Murphy and Cfientes, 2011; Ng, Yeung and Hon, 2006).
- Compton (2009) emphasizes that online language teaching is different from traditional teaching. Hampel and Stickler (2005) point out that the latest developments in technology have moved beyond asynchronous communication, enabling remote simultaneous interaction between students and the faculty. Ng, Yeung and Hon (2006) state that the importance of interpersonal communication in language teaching is emphasized in many approaches and that absence of lecturers in person in online training will affect student-teacher interaction and prevent the acquisition of language skills.
- Previous research on language teaching via web-based instruction have mostly examined such subjects as classroom participation, classroom size, interaction, technological disruption, social presence, feedback, and attitude (Cinkara and Bagceci, 2013; Cunningham, Fagerstein and Holmsten, 2010; Göçmez, 2014; Ng et. al, 2006; Russell and Curtis, 2013; Šumak, Heričko, and Pušnik, 2011; Sun, 2014; Wang and Wu, 2008; Yamada, 2009; Yang and Lin, 2010). Studies carried on instructors are mainly about online teaching skills and motivation (Compton, 2009; Xiao, 2014). In the present study, researchers main focus was on the participants’ experiences through and perceptions about the curricular change from face-to-face language instruction to distance online instruction. This study is unique in that it investigates in depth through qualitative tradition a case in its integrity. Purpose of the Study
- Method Design This study was designed as a case study, a common qualitative research design, to investigate the conversion of the face-to-face English classes to web-based distance education by the School of Foreign Languages with its outcomes through the lens of instructors and students. In qualitative case studies the major aim is to search one or a few cases and surrounding factors (environment, individuals, events, processes… etc.) thoroughly with a holistic approach (Yıldırım and Şimşek, 2006). Yin (2003) emphasizes that case study can be preferred with an attempt to investigate a case in its virtual context to find answers to how and why questions without any intervention of the researcher. Participants Participants of the study were selected through two purposive sampling methods: criterion and snowball sampling methods. A total of fifteen instructors and four students, who volunteered to take part in this study, were involved in the study based on the criterion of having experienced both ways of instruction, i.e. face-to-face in-class and distant web-based instruction. Beside criterion sampling method, snowball sampling method was also used to contact the students who have experienced both in-class and web-based instructed classes. Yıldırım and Şimşek (2006) defines this approach “especially effective in reaching individuals or cases that can be rich data sources” (p.111). In this sense, one of the students who is known to have failed in the traditional face-to-face class and now had to take the course instructed online was accessed and with the help of that student the other students were involved in the study. Although the number of participating students were small in number, it is believed that the information collected from these students were valuable as they provided us rich data about their experiences both as a face-to-face and online student. Detailed information about the participants is shown in table 1 and 2. Table 1. Student Participants Participants Gender Department Class Student 1 Male History 4+1 Student 2 Male Physical Education Teacher Training 4 Student 3 Female Nursing 3 Student 4 Male Computer Engineering 3 Table 2. Instructor Participants Participants Gender
- Participating students were invited to the researchers’ office for an interview during the spring semester of 2014-2015 academic year. The interviews lasted from 09:18 to 17:06 minutes (47:37 minutes in total). Table 4. Duration of Interviews with Students Participants Interview Durations (minutes) Student 1 10:11 Student 2 11:02 Total 47:37 Data Analysis
- In this study face-to-face interviews with the participants are conducted via being recorded to researchers’ mobile phone with the approval of each participant. To analyze the data all interviews were transcribed into a word processing program for content analysis. In the analysis process three procedures “data reduction”, “data display” and “conclusion drawing/verification” strategy suggested by Miles and Huberman (1994) was pursued. Accordingly, at the first stage (data reduction) data were examined through the direction of the two basic problems of the study and coded under the themes emerged. Thus reduced and summarized data were attempted to be visualized by submitting numeric data in accordance with the coding in tables at the second stage of the data analysis (data display). At the last stage (conclusion drawing/verification) it was attempted to draw a conclusion by interpreting the emerged themes, concepts and relations. As a requirement of thick description, interpretations are supported with the quotations. Validity and Reliability
- To ensure the validity and reliability of the study, required precautions were considered. Prolonged engagement, persistent observation, triangulation, peer debriefing and members checking are some of the major strategies used to ensure the credibility, or internal validity, of the qualitative research (Yıldırım and Şimşek, 2006, p. 265). In this study the participants were informed about the scope of the study and it was ensured that sufficient time was allotted in the lights of each participant’s answers. Also to provide certain data triangulation, both instructors and the students were interviewed.
- The role and influence of the instructors in directing and implementing the actual teaching process can not be underestimated. Thus, when adopting a new teaching model, the characteristics, as well as the opinions of the instructors should be considered. It is certain that the web-based teaching model requires ICT literacy. Technical skills required for planning a classroom-based lesson differs from preparations and processes required for web-based courses. Compton (2009) criticizes that although internet-based language teaching programs are on the rise, not adequate training is offered on developing instructors’ skills specific to web-based language teaching. This was the case in the present study. The failure to train the instructors about the new online model with its components (e.g. how to use the language teaching software) adequately and to provide them with technical support when necessary prevented the teaching staff from using the system effectively, which created an initial resistance to change. It is understood that the instructors got used to the new system by trial and error.
- Cunningham et al. (2010) suggest that lack of timely directions on how to use new systems can cause time loss in the education process. In this study one major point that has been criticized was the difficulty of finding someone in charge when the teaching staff or students meet any technical problems. Distance Education Centers at universities are responsible for planning and implementing all activities related to distance education. The number of staff in these centers should be sufficient enough to meet the possible needs, and always a staff should be assigned to readily answer the questions of the lecturers and the students and solve the problems faced on campus. The results generally show that keeping the teaching staff out of the process and failing to provide the necessary technical support to instructional staff and the students regularly highlighted the difficulty in the adoption and implementation of the new teaching model.
- According to participant views, it is possible to say that ‘ubiquity' is seen as the strongest aspect of the new teaching model. Distance education is favored for its nature that enables the learners with the advantage of reaching resources anywhere and whenever they need. Synchronous model alone may not meet the ‘anytime’ principle of ubiquity. When the courses offer asynchronous access, as in this case, it also provides students with the freedom to exploit resources anytime. Abazaoğlu and Umurhan (2015) stated the “working conditions (lack of space, time limit)", "free time due to space independence" and "providing lecture flexibility to students" are among the factors that encourage lecturers to distance education most (p.361). However, in this case study, it can be discussed whether the campus-based students, who actually attend most other courses face-to-face, really need such a facility. Since students are able to follow the courses asynchronously via videos and there is no obligation, student attendance and participation synchronously had decreased too much. Eventually, instructors realized that attainment of learning goals for the language lessons have decreased.
- The issue of student attendance and participation is an observable fact, which definitely has some complicated motivational background. Genç, Kuluşaklı and Aydın (2016) studied the motivational levels of distance education students and traditional in-class students and they pointed out that both group of students have similar motivation levels, yet they are both below the desired level to learn a foreign language. For this case, one can conclude that students do not attend classes synchronously and they do not benefit from the communication facilities and interaction during classes as there is no obligation. Xiao (2014) studied the motivation of the lecturers in web-based English language teaching and found that students’ level of willingness to participate in the class influences the lecturer's belief in his own capacity and motivation. This was also mentioned by the instructors in this study. Akça (2006) points out that capturing new approaches in the field of education and making the online environment more productive is possible by increasing the quality of the stakeholders and removing the obstacles to this communication. Communication problems in web-based education should be solved as students also see poor interaction as a problem (Waldman, Perreault, Alexander and Jersen, 2009).
- Sun (2014) defines the challenges of web-based language teaching in six areas: (1) following the curriculum and regular study, (2) constant interaction with the class, (3) finding the right time to work with the classmates, 4) bilateral and multiple group building and cooperative work, (5) being a learning person who can motivate and direct their own learning, (6) socialization. Şad, Göktaş and Bayrak (2014) found that web-based learners at higher education are moderately positive about the cooperation and socialization chances like the face-to-face students. Ng, Yeung and Hong (2007) claims that the basic reason of low interaction is the students’ belief in their competence in the target language rather than the web-based instruction. However, it can be said that web-based instruction is seen responsible for the lack of interaction, socialization and cooperation issues in this case study.
- Rogerson-Revel (2008) emphasizes that the increasing power of web technologies brings new opportunities in distance education, and that faculty members in distance education are able to fall back on this pace by the increasing proportion of student groups that are growing in technology literacy, called digital indigenous. According to participant's opinions, although the proportion of such students in Turkey has not increased yet, instructors need to educate themselves well. Colins and Berge (1996) point out that the teaching staff has to be pedagogically, socially, managerially and technically equipped in the web-based teaching process. Implications
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