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PERSPECTIVES OF ENGLISH LANGUAGE INSTRUCTORS ON POPULAR LEARNING MANAGEMENT SYSTEMS AND SOFTWARE

Yıl 2023, Cilt: 24 Sayı: 4, 362 - 383, 01.10.2023

Zulal Ayar

https://doi.org/10.17718/tojde.1247485

Öz

With the sudden outbreak of the Covid-19 pandemic, the education sector adopted distance and online learning through several web-based systems. Then, considerations of educational practitioners concerning these systems would be of pivotal significance for revealing the quality of online language education. Moreover, the challenges they encountered while conducting e-lessons and proposed solutions would lead to improvement in the systems and encourage other shareholders in the school system to determine a new route map in light of the results. To that end, 28 volunteer English language instructors from 14 universities were recruited to attend the interviews. Accordingly, negative considerations of the instructors about exploiting the systems in foreign language classes were detected. As conclusive results regarding the challenges and suggestions of the participants cannot be reported through a system-based analysis, systemindependent offers were presented to policymakers and researchers. Finally, the researcher has drawn out a set of implications for future implementations.

Anahtar Kelimeler

Covid-19 Learning management system LMS Teacher perception Video conferencing software Virtual classroom software

Kaynakça

  • Al-Ajlan, A. S. (2012). A comparative study between e-learning features. In E. Pontes, A. Silva, A. Guelfi, & S. T. Kofuji (Eds.), Methodologies, tools and new developments for e-learning (pp.191-214). IntechOpen. https://doi.org/10.5772/29854
  • Al-khresheh, M. H. (2022). Revisiting the effectiveness of Blackboard learning management system in teaching English in the era of COVID-19. World Journal of English Language, 12(1), 1-14.
  • Aldowah, H., Al-Samarraie, H., & Ghazal, S. (2019). How course, contextual, and technological challenges are associated with instructors’ individual challenges to successfully implement e-learning: A developing country perspective. IEEE Access, 7, 48792-48806. https://doi.org/10.1109/ACCESS.2019.2910148
  • Algethami, G. (2022). Teachers’ perspectives towards teaching English online at the tertiary level in Saudi Arabia. Arab World English Journal (AWEJ) 2nd Special Issue on Covid-19 Challenges, 2, 317-328. https://doi.org/10.24093/awej/covid2.21
  • Alkhateeb, M. A., & Abdalla, R. (2021). Factors influencing student satisfaction towards using learning management system Moodle. International Journal of Information and Communication Technology Education (IJICTE), 17(1), 138-153. https://doi.org/10.4018/IJICTE.2021010109
  • Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261-5280. https://doi.org/10.1007/s1063 9-020-10219-y
  • Almanthari, M., Maulina, A., Bruce, S., & Sandra, B. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/EJMSTE/8240
  • Almarashedeh, I. (2016).Sharing instructors’ experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63, 249-255. https://doi.org/10.1016/j.chb.2016.05.013
  • Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216. https://doi.org/10.3390/educsci10090216
  • Basar, A. R., & Ganefri, W. M. R. (2019). Learning of laboratory project based learning (LIPBL) on subject of hardware basic computer cloud server real time communication video conference based on BigblueButton. International Journal of Scientific & Technology Research, 8(9), 1763-1766.
  • Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the Association for Information Science and Technology, 57(3), 299-305.
  • Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE), 4(1), 68-92. https://doi.org/10.46328/ijte.36
  • Brady, Κ., Holcomb, L., & Smith, B. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Caliskan, S., Kurbanov, R. A., Platonova, R. I., Ishmuradova, A. M., Vasbieva, D. G., & Merenkova, I. V. (2020). Lecturers views of online instructors about distance education and Adobe Connect. International Journal of Emerging Technologies in Learning (iJET), 15(23), 145-157. https://doi.org/10.3991/ijet.v15i23.18807
  • Cavus, N., & Zabadi, T. (2014). A comparison of open source learning management systems. Social and Behavioral Sciences, 143, 521-526.
  • Cigdem, H., & Topcu, A. (2015). Predictors of instructors’ behavioral intention to use a learning management system: a Turkish vocational college example. Computers in Human Behavior, 52, 22-28.
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
  • Çamlıbel-Acar, Z., & Eveyik-Aydın, E. (2022). Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic. Teaching and Teacher Education, 112, 103635. https://doi.org/10.1016/j.tate.2022.103635
  • Demir, F., Bruce-Kotey, C., & Alenezi, F. (2021). User experience matters: Does one size fit all? Evaluation of learning management systems. Technology, Knowledge and Learning 27, 49–67. https://doi.org/10.1007/s10758-021-09518-1
  • Denzin, N. K., & Lincoln, Y. (2003). The landscape of qualitative research: Theories and issues (2nd ed.). Sage.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
  • Durak, G., Cankaya, S., Demir, O. A., & Cevre, C. (2022). Handbook of research on managing and designing online courses in synchronous and asynchronous environments. In G. Durak & S. Cankaya (Eds.), Integrated systems in distance education: Comparison of popular systems (pp. 77-95). IGI Global.
  • Farid, S., Ahmad, R., Niaz, I. A., Arif, M., Shamshirband, S., & Khattak, M. D. (2015). Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161-171.
  • Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi.org/10.1111/flan.12460
  • George, A. L. (1959). Quantitative and qualitative approaches to content analysis. In I.D.S. Pool (Eds.), Trends in content analysis (pp.7-32). University of Illinois Press.
  • Girgin, M., Ildız, D., & Özlük, N. (2022). Evaluation on solfeggio-dictation-theory, harmony and composition courses conducted through the Sakai learning management system. ASOS Journal (The Journal of Academic Social Science), 10(124), 192-214. http://doi.org/10.29228/ASOS.54899
  • Greenbank, P. (2003). The role of values in educational research: the case for reflexivity. British Educational Research Journal, 29(6), 791-801.
  • Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F. (2021). Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: A comparative study of Pakistan and Malaysia. Interactive Learning Environments. http://doi.org/10.1080/10494820.2021.1978503
  • Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by the EFL teachers in Saudi Arabia during the Covid-19 pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33-39. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33
  • Hsu, H. H. (2012). The acceptance of Moodle: An empirical study based on UTAUT. Creative Education, 3, 44-46.
  • Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education, 13, 121-140.
  • Kaçan, A., & Gelen, İ. (2020). Türkiye’deki uzaktan eğitim programlarına bir bakış. Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 6(1), 1-21.
  • Kaewsaiha, P., & Chanchalor, S. (2020). Factors affecting the usage of learning management systems in higher education. Education and Information Technologies, 26, 2919–2939. https://doi.org/10.1007/s10639-020-10374-2
  • Khafaga, A. F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities. Journal of Language and Linguistic Studies, 17(2), 1160-1173.
  • Khanlari, P., Lorestani, T., Ghasemi, F., Oveisi, E., & Rezayi, A. (2022, October 5). Assessment of online education platforms in terms of satisfaction, usability, and performance. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4238225
  • Liaw, S. (2008). Investigating students’ perceived satisfaction, behavioural intention, and effectiveness of e-Learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005
  • Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8
  • Manegre, M., & Sabiri, K. A. (2020). Online language learning using virtual classrooms: An analysis of teacher perceptions. Computer Assisted Language Learning, 35(5-6), 973-988. https://doi.org/10.1080/09588221.2020.1770290
  • Meriem, B., & Youssef, A. M. (2019). Exploratory analysis of factors influencing e-learning adoption by higher education teachers. Education and Information Technologies, 25(3), 2297-2319. https://doi.org/10.1007/s10639-019-10075-5
  • Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the Covid‑19 pandemic in Afghanistan. Education and Information Technologies, 26, 5165-5198. https://doi.org/10.1007/s10639-021-10517-z
  • Mohsen, M. A. & Shafeeq, C. P. (2014). EFL teachers’ perceptions on Blackboard applications. English Language Teaching, 7(11), 108-118. https://doi.org/10.5539/elt.v7n11p108
  • Punch, K. F. (1998). Introduction to social research: Qualitative and quantitative approaches. Sage Publications.
  • Rahman, I. A. (2022). The implementation of Microsoft Teams as media for EFL e-learning: A case study at SMAN 2 blitar [Master thesis, Universitas Islam Malang]. Institutional Repository. http://repository.unisma.ac.id/handle/123456789/5094
  • Rahman, M. (2020). Challenges and solutions of teaching English as a foreign language online during a global pandemic like COVID-19: Saudi EFL teachers’ perspectives. Journal of Southwest Jiaotong University, 55(6), 1-9.
  • Rehn, N., Maor, D., & McConney, A. (2017). Navigating the challenges of delivering secondary school courses by videoconference. British Journal of Educational Technology, 48(3), 802-813.
  • Rojabai, A. (2020). Exploring EFL students’ perceptions of online learning via Microsoft Teams: University level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173. https://doi.org/10.12928/eltej.v3i2.2349
  • Rubin, B., Fernandes, R., Avgerinou, M. D., & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. Internet and Higher Education, 13(2), 82-23.
  • Saranya, A. K. (2020). A critical study on the efficiency of Microsoft Teams in online education. In R. Gayathri (Eds.), Efficacy of Microsoft Teams during COVID-19 (pp. 310-323). Bonfring Publication.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27, 51-68.
  • Siang, W. E. W., & Mohamad, M. (2022). Factors affecting the behaviour in integrating Google Meet among Malaysian primary ESL teachers during Covid-19 pandemic. Theory and Practice in Language Studies, 12(3), 565-576. https://doi.org/10.17507/tpls.1203.17
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Yıl 2023, Cilt: 24 Sayı: 4, 362 - 383, 01.10.2023

Zulal Ayar

https://doi.org/10.17718/tojde.1247485

Öz

Kaynakça

  • Al-Ajlan, A. S. (2012). A comparative study between e-learning features. In E. Pontes, A. Silva, A. Guelfi, & S. T. Kofuji (Eds.), Methodologies, tools and new developments for e-learning (pp.191-214). IntechOpen. https://doi.org/10.5772/29854
  • Al-khresheh, M. H. (2022). Revisiting the effectiveness of Blackboard learning management system in teaching English in the era of COVID-19. World Journal of English Language, 12(1), 1-14.
  • Aldowah, H., Al-Samarraie, H., & Ghazal, S. (2019). How course, contextual, and technological challenges are associated with instructors’ individual challenges to successfully implement e-learning: A developing country perspective. IEEE Access, 7, 48792-48806. https://doi.org/10.1109/ACCESS.2019.2910148
  • Algethami, G. (2022). Teachers’ perspectives towards teaching English online at the tertiary level in Saudi Arabia. Arab World English Journal (AWEJ) 2nd Special Issue on Covid-19 Challenges, 2, 317-328. https://doi.org/10.24093/awej/covid2.21
  • Alkhateeb, M. A., & Abdalla, R. (2021). Factors influencing student satisfaction towards using learning management system Moodle. International Journal of Information and Communication Technology Education (IJICTE), 17(1), 138-153. https://doi.org/10.4018/IJICTE.2021010109
  • Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261-5280. https://doi.org/10.1007/s1063 9-020-10219-y
  • Almanthari, M., Maulina, A., Bruce, S., & Sandra, B. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/EJMSTE/8240
  • Almarashedeh, I. (2016).Sharing instructors’ experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63, 249-255. https://doi.org/10.1016/j.chb.2016.05.013
  • Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216. https://doi.org/10.3390/educsci10090216
  • Basar, A. R., & Ganefri, W. M. R. (2019). Learning of laboratory project based learning (LIPBL) on subject of hardware basic computer cloud server real time communication video conference based on BigblueButton. International Journal of Scientific & Technology Research, 8(9), 1763-1766.
  • Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the Association for Information Science and Technology, 57(3), 299-305.
  • Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE), 4(1), 68-92. https://doi.org/10.46328/ijte.36
  • Brady, Κ., Holcomb, L., & Smith, B. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Caliskan, S., Kurbanov, R. A., Platonova, R. I., Ishmuradova, A. M., Vasbieva, D. G., & Merenkova, I. V. (2020). Lecturers views of online instructors about distance education and Adobe Connect. International Journal of Emerging Technologies in Learning (iJET), 15(23), 145-157. https://doi.org/10.3991/ijet.v15i23.18807
  • Cavus, N., & Zabadi, T. (2014). A comparison of open source learning management systems. Social and Behavioral Sciences, 143, 521-526.
  • Cigdem, H., & Topcu, A. (2015). Predictors of instructors’ behavioral intention to use a learning management system: a Turkish vocational college example. Computers in Human Behavior, 52, 22-28.
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
  • Çamlıbel-Acar, Z., & Eveyik-Aydın, E. (2022). Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic. Teaching and Teacher Education, 112, 103635. https://doi.org/10.1016/j.tate.2022.103635
  • Demir, F., Bruce-Kotey, C., & Alenezi, F. (2021). User experience matters: Does one size fit all? Evaluation of learning management systems. Technology, Knowledge and Learning 27, 49–67. https://doi.org/10.1007/s10758-021-09518-1
  • Denzin, N. K., & Lincoln, Y. (2003). The landscape of qualitative research: Theories and issues (2nd ed.). Sage.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
  • Durak, G., Cankaya, S., Demir, O. A., & Cevre, C. (2022). Handbook of research on managing and designing online courses in synchronous and asynchronous environments. In G. Durak & S. Cankaya (Eds.), Integrated systems in distance education: Comparison of popular systems (pp. 77-95). IGI Global.
  • Farid, S., Ahmad, R., Niaz, I. A., Arif, M., Shamshirband, S., & Khattak, M. D. (2015). Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161-171.
  • Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi.org/10.1111/flan.12460
  • George, A. L. (1959). Quantitative and qualitative approaches to content analysis. In I.D.S. Pool (Eds.), Trends in content analysis (pp.7-32). University of Illinois Press.
  • Girgin, M., Ildız, D., & Özlük, N. (2022). Evaluation on solfeggio-dictation-theory, harmony and composition courses conducted through the Sakai learning management system. ASOS Journal (The Journal of Academic Social Science), 10(124), 192-214. http://doi.org/10.29228/ASOS.54899
  • Greenbank, P. (2003). The role of values in educational research: the case for reflexivity. British Educational Research Journal, 29(6), 791-801.
  • Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F. (2021). Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: A comparative study of Pakistan and Malaysia. Interactive Learning Environments. http://doi.org/10.1080/10494820.2021.1978503
  • Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by the EFL teachers in Saudi Arabia during the Covid-19 pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33-39. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33
  • Hsu, H. H. (2012). The acceptance of Moodle: An empirical study based on UTAUT. Creative Education, 3, 44-46.
  • Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education, 13, 121-140.
  • Kaçan, A., & Gelen, İ. (2020). Türkiye’deki uzaktan eğitim programlarına bir bakış. Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 6(1), 1-21.
  • Kaewsaiha, P., & Chanchalor, S. (2020). Factors affecting the usage of learning management systems in higher education. Education and Information Technologies, 26, 2919–2939. https://doi.org/10.1007/s10639-020-10374-2
  • Khafaga, A. F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities. Journal of Language and Linguistic Studies, 17(2), 1160-1173.
  • Khanlari, P., Lorestani, T., Ghasemi, F., Oveisi, E., & Rezayi, A. (2022, October 5). Assessment of online education platforms in terms of satisfaction, usability, and performance. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4238225
  • Liaw, S. (2008). Investigating students’ perceived satisfaction, behavioural intention, and effectiveness of e-Learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005
  • Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8
  • Manegre, M., & Sabiri, K. A. (2020). Online language learning using virtual classrooms: An analysis of teacher perceptions. Computer Assisted Language Learning, 35(5-6), 973-988. https://doi.org/10.1080/09588221.2020.1770290
  • Meriem, B., & Youssef, A. M. (2019). Exploratory analysis of factors influencing e-learning adoption by higher education teachers. Education and Information Technologies, 25(3), 2297-2319. https://doi.org/10.1007/s10639-019-10075-5
  • Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the Covid‑19 pandemic in Afghanistan. Education and Information Technologies, 26, 5165-5198. https://doi.org/10.1007/s10639-021-10517-z
  • Mohsen, M. A. & Shafeeq, C. P. (2014). EFL teachers’ perceptions on Blackboard applications. English Language Teaching, 7(11), 108-118. https://doi.org/10.5539/elt.v7n11p108
  • Punch, K. F. (1998). Introduction to social research: Qualitative and quantitative approaches. Sage Publications.
  • Rahman, I. A. (2022). The implementation of Microsoft Teams as media for EFL e-learning: A case study at SMAN 2 blitar [Master thesis, Universitas Islam Malang]. Institutional Repository. http://repository.unisma.ac.id/handle/123456789/5094
  • Rahman, M. (2020). Challenges and solutions of teaching English as a foreign language online during a global pandemic like COVID-19: Saudi EFL teachers’ perspectives. Journal of Southwest Jiaotong University, 55(6), 1-9.
  • Rehn, N., Maor, D., & McConney, A. (2017). Navigating the challenges of delivering secondary school courses by videoconference. British Journal of Educational Technology, 48(3), 802-813.
  • Rojabai, A. (2020). Exploring EFL students’ perceptions of online learning via Microsoft Teams: University level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173. https://doi.org/10.12928/eltej.v3i2.2349
  • Rubin, B., Fernandes, R., Avgerinou, M. D., & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. Internet and Higher Education, 13(2), 82-23.
  • Saranya, A. K. (2020). A critical study on the efficiency of Microsoft Teams in online education. In R. Gayathri (Eds.), Efficacy of Microsoft Teams during COVID-19 (pp. 310-323). Bonfring Publication.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27, 51-68.
  • Siang, W. E. W., & Mohamad, M. (2022). Factors affecting the behaviour in integrating Google Meet among Malaysian primary ESL teachers during Covid-19 pandemic. Theory and Practice in Language Studies, 12(3), 565-576. https://doi.org/10.17507/tpls.1203.17
  • Snoussi, T. (2019). Learning management system in education: Opportunities and challenges. International Journal of Innovative Technology and Exploring Engineering, 8(12S), 664-667. https://doi.org/10.35940/ijitee.l1161.10812s19
  • Taat, M. S., & Francis, A. (2020). Factors influencing the students’ acceptance of e-learning at teacher education institute: An exploratory study in Malaysia. International Journal of Higher Education, 9(1), 133-141. https://doi.org/10.5430/ijhe.v9n1p133
  • Thongsri, N., Shen, L., & Bao, Y. (2020). Investigating academic major differences in perception of computer self-efficacy and intention toward E-learning adoption in China. Innovations in Education and Teaching International, 57(5), 577-589. https://doi.org/10.1080/14703297.2019.1585904
  • Trisiana, A. D. (2020). The use of integrated learning management system (LMS) in EFL classroom: Teachers’ considerations and challenges [Master thesis, State Islamic University of Sunan Ampel Surabaya]. Digital Library. http://digilib.uinsby.ac.id/44981/
  • Tsai, P. (2018, December 10). Business chat apps in 2018: Top players and adoption plans. Spiceworks. https://community.spiceworks.com/blog/3157-business-chat-apps-in-2018-topplayers-andadoption-plans%0A
  • Tsang, P., Kwan, R., & Fox, R. (2007). Enhancing learning through technology. Mainland Press.
  • Ukoha, C. (2022). As simple as pressing a button? A review of the literature on BigBlueButton. Procedia Computer Science, 197, 503-511. https://doi.org/10.1016/j.procs.2021.12.167
  • Vershitskaya, E. R., Mikhaylova, A. V., Gilmanshina, S. I., Dorozhkin, E. M., & Epaneshnikov, V. V. (2020). Present-day management of universities in Russia: Prospects and challenges of e-learning. Education and Information Technologies, 25(1), 611-621. https://doi.org/10.1007/s1063 9-019-09978-0
  • West, R. E., Waddoups, G., & Graham, C. R. (2006). Understanding the experiences of instructors as they adopt a course management system. Educational Technology Research and Development, 55(1), 1-26.
  • Wright, C. R., Lopes, V., Montgomerie, C., Reju, S., & Schmoller, S. (2014, April 21). Selecting a learning management system: Advice from an academic perspective. EDUCAUSE. https://er.educause.edu/articles/2014/4/selecting-a-learning-management-system-advice-from-an-academic-perspective Yılmaz, E. O., & Aktuğ, S. (2011). Uzaktan eğitimde çevrimiçi ders veren öğretim elemanlarının uzaktan eğitimde etkileşim ve iletişim üzerine görüşleri. XIII. Academic Informatics Conference Proceedings, Turkiye, 469.
  • Zhang, M., & Chen, S. (2022). Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology, Cogent Education, 9(1), 2013396. https://doi.org/10.1080/2331186X.2021.2013396.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hayat Boyu Öğrenme
Bölüm Articles
Yazarlar

Zulal Ayar 0000-0002-9029-7164

Yayımlanma Tarihi 1 Ekim 2023
Gönderilme Tarihi 4 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 4

Kaynak Göster

APA Ayar, Z. (2023). PERSPECTIVES OF ENGLISH LANGUAGE INSTRUCTORS ON POPULAR LEARNING MANAGEMENT SYSTEMS AND SOFTWARE. Turkish Online Journal of Distance Education, 24(4), 362-383. https://doi.org/10.17718/tojde.1247485