E-learning from learners‘ perspective

Galina Kavaliauskienė, Darius Valunas, Giedre Valunaite Oleskeviciene

Research output: Contribution to journalArticle

Abstract

The concept of “e-learning” is ambivalent. On the one hand, it is used to describe the “distant learning”, on the other hand, it refers to “blended learning”. This article focuses on classic “blended learning”, which means combination of face-to-face instruction with online activities. The study examines students’ attitudes to integrating online activities into the traditional English language classroom. The respondents are the University students of three different specializations who study English for Specific Purposes. The frequencies of positive and negative responses to a specially designed questionnaire are analyzed. Not all the students enjoy e-learning in spite of its advantages, which might be expressed due to individual likes and dislikes. Statistical treatment of the students’ responses by means of Software Package for Social Sciences (SPSS) includes the computations of correlation coefficients, which indicate the strength of relationships, and their statistical significance.
Original languageEnglish
Pages (from-to)49-55
JournalSantalka = Coactivity: Filologija. Edukologija
Volume20
Issue number1
Publication statusPublished - 2012

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Blended Learning
electronic learning
learning
student
statistical significance
specialization
English language
social science
instruction
classroom
questionnaire
software

Keywords

  • Attitudes to e-learning
  • Respondents of different specializations
  • Statistical treatment by SPSS

Cite this

E-learning from learners‘ perspective. / Kavaliauskienė, Galina; Valunas, Darius; Valunaite Oleskeviciene, Giedre.

In: Santalka = Coactivity: Filologija. Edukologija, Vol. 20, No. 1, 2012, p. 49-55.

Research output: Contribution to journalArticle

Kavaliauskienė, Galina ; Valunas, Darius ; Valunaite Oleskeviciene, Giedre. / E-learning from learners‘ perspective. In: Santalka = Coactivity: Filologija. Edukologija. 2012 ; Vol. 20, No. 1. pp. 49-55.
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