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Reflections on Digital Learning: Learning Strategies, Environments, and Opportunities |
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| รหัสดีโอไอ | |
| Creator | Nurizzi Rifqi Ferdian, Anchalee Chayanuva |
| Title | Reflections on Digital Learning: Learning Strategies, Environments, and Opportunities |
| Publisher | RJES |
| Publication Year | 2560 |
| Journal Title | Rangsit Journal of Educational Studies |
| Journal Vol. | 4 |
| Journal No. | 2 |
| Page no. | 32 |
| Keyword | The ICTs and Internet, Learning Strategies, Learning Environments, LearningOpportunities |
| ISSN | 2408-1809 |
| Abstract | The study aimed to explore the Indonesian English Major studentsี reflections towardsEnglish language learning in the digital era on their preferred learning strategies,supportive learning environments, and choices of learning opportunities. The studycomprised 180 students of English Major at an Islamic State College in East Java,Indonesia. The data were collected via the questionnaire and the focus group interview inwhich 8 students volunteered to participate. The quantitative data were analyzed usingdescriptive statistics to reveal the frequencies and mean scores of the studentsี preferredlearning strategy use and to identify the supportive learning environments and choices ofopportunities that would facilitate their learning. The interviewed qualitative data wereanalyzed using content analysis to derive at a set of themes and examined studentsีperceptions of learning strategies, learning environments, and learning opportunities. Theresults from the questionnaire analysis revealed that the students often used the ICTs andInternet in learning English. They frequently employed learning strategies (x_=3.86), usedlearning environments (__=3.86), and learning opportunities (__=3.67). The focus groupinterview revealed that for learning strategies, the majority of the students in the studypreferred to employ the socio-virtual strategies, while the rest employed Internet-basedresource strategies, interpersonal online strategies, and digital tool strategies. For thesupportive learning environments, many of them selected innovative teachersี skills,while the rest favored using high speed Internet connection and digital multimedia. Forthe choices of opportunities, more than one-half of the students preferred to haveaccessible digital learning opportunities, followed by online interactions, teachersีencouragements, and learning understanding. The studentsี reflections showed the rolesof teachers and students have remarkably changed in that the teachers no longer havedirect control of the teaching process and they acted more as the learning processfacilitators. |
