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Online language instruction and learning: Problems and Solutions

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The COVID-19 epidemic has had a significant impact on both our personal and professional life. Language instructors and students were pushed to teach and learn languages online on a worldwide scale at a period when educational institutions all over the world were forced to close. Thousands of language teachers and students were abruptly forced to use the internet as their only medium for teaching and learning – for the first time and without adequate preparation – despite technology’s increasing integration into language education in recent years and widespread application in contexts with access to resources (Hodges, Moore, Lockee, Trust, & Bond, 2020). Many were not only unprepared for the difficulties of teaching and learning languages online, but they were also frequently given inadequate assistance by their local infrastructure (such as the availability of the internet) and resources. There is also worry that the impact of unequal access to infrastructure and resources may have been worsened by this abrupt, broad, and significant expansion in the usage of online learning.

Despite the difficulties it brought, the COVID-19 crisis gave language teachers plenty of chances to experiment with online learning tools and gain useful knowledge for their eventual incorporation in language instruction.

There has been a ton of study on online language instruction as a result of the COVID-19 dilemma. This collection of research focuses on language learners’ experiences with online learning via the prism of their feelings, perspectives, routines, and level of preparation for it. It is significant that study on the abrupt shift from face-to-face to remote learning has made language learners’ emotions a popular subject. There are several emotions related to online learning, but boredom seems to be the one that has been studied the most in both cross-sectional and longitudinal research on the emotional experiences of language learners in the emergency remote learning setting. Studies examine the causes of boredom and language learners’ coping mechanisms (Pawlak, Derakhshan, Mehdizadeh, & Kruk, in press), or they follow the causes of boredom and how it affects language learners through time (Yazdanmehr, Shirvan, & Saghafi, 2021). According to a poll by Pawlak et al. of Iranian university students and professors, content-based courses are more uninteresting for students than skills-based courses, and both groups find online programs to be more monotonous than offline lectures. In online learning, students claim to have few coping mechanisms, with others simply turning to harmful tactics like skipping classes. The research by Yazdanmehr et al. (2021) analyzes a semester-long account of one L3 learner’s experiences using a process-tracing methodology. The data shows that boredom levels fluctuate during the course of the semester, with the first phase experiencing the highest levels. The researchers go on to say that under-stimulation, a lack of perceived control over activities, inadequate attention, and hostile technology may all be major contributors to the L3 learner’s ennui. With a better understanding of what makes online language learning uninteresting, this study encourages us to consider ways that language learners might avoid being bored.


Has Covid-19 ushered forth a new era of distant education?

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During the coronavirus epidemic, an estimated 1.5 billion students in 160 nations were compelled to study at home. As a consequence, involvement in various types of digital distant learning (DDL) has expanded dramatically, including virtual classrooms, learning platforms, social media, online repositories, online evaluation, webinars, and recorded video courses.

Covid-19 accomplished in a few of months what many have been asking for years: an expanded role for DDL in the education sector. The European Training Foundation (ETF) has conducted a more in-depth analysis of the problem, mapping education and training solutions to the health crisis across 27 school systems in eastern Europe, Turkey, and central Asia.

E-learning continues to evolve, as technology increases and users’ attention spans decrease. “Microlearning” is growing, evident in new apps like Blinkist. It condenses information from nonfiction books into 15 minutes of audio, and it currently has 13 million users.

LinkedIn Learning caters to individuals or business teams offering more than 17,100 courses and learning paths “for every step of your career” taught by instructors with real-world experience, according to its website. Popular topics include leadership skills, spreadsheets and visual effects.

Some people looking to learn new languages into online platforms like LiveXP. Since its launch, the platform has provided more than 38,000 individual lessons in 37 languages.

Service users can access individual tutors from around the world to learn any of the 37 available languages for their needs, such as business communication, travel, exam preparation, etc.

In general, education and training systems, companies, schools, instructors, students, and their families seem to have adapted successfully to the crisis’s problems, often using unknown and untested technologies, as well as faulty processes and infrastructure. While the study’s findings highlight some genuinely remarkable accomplishments and partnerships, they also serve as a reality check for those who believe the internet can deliver on the promise of education for everyone, whenever and whenever.

The ETF report’s results indicate that with the appropriate assistance and training, many instructors were able to significantly improve their teaching methods in a very short amount of time.
A critical lesson from the outstanding response to the Covid -19 crisis is the recognition that the transformation is about more than’moving online.’ It is about committing to lifelong learning and ensuring that learning is really accessible to everyone.


Guide to Distance Learning Colleges and Online Degrees

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Take advantage of the programs offered by distance learning to earn your Associate’s, Bachelor’s, Master’s, Certificates or your Doctorate degree from the comfort of your home.

  • Are you are looking to begin your degree from scratch?
  • Finish a degree that you’ve already started?
  • Advance your career?
  • Or simply earn continuing education credits?

Taking online college courses and programs will give you the flexibility to schedule your classes around other aspects of your life, including your job and family obligations and earn a college degree online.

But earning your degree from a distance learning school or university that is not accredited is, frankly, a waste of your time and money. Many employers will not recognize such a degree. You will not be able to transfer credits from one school to another. Also, reputable universities limit their enrollment in advanced degree programs to grads from accredited degree programs.

On this site, you’ll find the courage, confidence and direction to jumpstart your future. You will get that from our information about distance learning colleges and accredited online degrees. We have done our research on various distance learning programs and we share with you what you need to know and what you should expect from the online program that you choose.

We’ll also tell you about some of the colleges and universities in the United States (USA), Canada, online universities for international students and distance learning courses in other parts of the world.

The navigation bar on the left and the links above and below take you to resources on distance education, accredited online college degree programs and distance learning colleges. If you need even more basic information, we have that for you right here, on our Distance Education Resource page.

To further aid your search for an online college or a campus-based university in the United States, we have listed colleges by State from where you can request FREE information.

Note that most of the online colleges that you will find on this site accept students currently living in the United States. A small list of colleges such as University of Liverpool accept Canadians and other international students living outside USA, for online graduate programs.

Making a decision about which distance learning college to choose from is a complex process. We are talking about your money, your time and–most importantly–your education. Nothing should be left up to chance. Do your research, and use our Website to choose an accredited online college for your online study.

Here’s to your continued learning and even greater success!