Abstract
The use of online learning in education has increased rapidly during the pandemic. Both teachers and students are more familiarized with technologies in online teaching and learning. With the readiness of technology, some educational institutes started adopting more blended learning after the resumption of face-to-face learning. However, some institutes consider the online mode as a direct replacement of face-to-face mode. Without thoughtful redesign of pedagogy, the effectiveness of teaching and learning was affected. Educators believe teaching and learning would be impacted by thoughtful redesign of blended learning. This research took place in a school that provided online English learning with pedagogical redesign for the purpose of complementing the formal school’s face-to-face learning. Individual interviews were conducted to collect learning experiences and thematic analysis was adopted for analysing the results. The results show learning experiences were enhanced via appropriate redesign of interaction, learning activities, and assessments. The students were highly motivated in the online learning environment and they enjoyed the learning content and learning activities. Learning experiences and effectiveness were both enhanced. This study result affirms positive impacts from the redesign of pedagogy in online English learning for complementing formal face-to-face learning.
Author Information
Jeanne Lam, Protostar Education, Hong Kong SAR
Ruhong Chen, Protostar Education, Hong Kong SAR
Paper Information
Conference: BCE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Lam J., & Chen R. (2022) Learning Experiences of Online English Learning With Pedagogical Redesign for Complementing Formal Face-to-Face Learning ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.40
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.40
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