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Navigating E-Learning Horizons: Exploring Challenges and Opportunities in Higher Education Integration from the German vs. Iranian EFL Teacher's Lens | ||
Applied Research on English Language | ||
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 24 مهر 1403 | ||
نوع مقاله: Research Article | ||
شناسه دیجیتال (DOI): 10.22108/are.2024.142181.2335 | ||
نویسندگان | ||
azizeh chalak* 1؛ Christian Mair2 | ||
1Englis Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran Visiting Scholar at English Department, Albert Ludwig University, Freiburg, Germany | ||
2English Department, Albert Ludwig University, Freiburg, Germany | ||
چکیده | ||
The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German and Iranian teachers on e-learning integration in higher education. The data were collected through two questionnaires, semi-structured interviews, and observations utilising a mixed-method design and based on convenient sampling from 26 German EFL teachers and 92 Iranian teachers. The study focused on theoretical frameworks such as the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology to interpret the findings. The questionnaire findings revealed that both groups of teachers recognised significant opportunities and challenges in e-earning. Iranian teachers valued stress reduction and access to materials, whereas Germans appreciated organisational improvements and evaluative innovations. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education in different regions. Interviews indicated a preference for face-to-face instruction among German teachers, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors that influence e-learning integration. The study findings could offer practical implications for policymakers and material developers, highlighting the need for custom-made e-learning. | ||
کلیدواژهها | ||
Blended Learning؛ Challenges؛ Cross-cultural Study؛ E-learning Integration؛ Opportunities | ||
آمار تعداد مشاهده مقاله: 41 |