ARTICLE

IMPACT OF DISTANCE LEARNING ON THE PROFESSIONAL DEVELOPMENT OF ENGLISH LANGUAGE PROSPECTIVE TEACHERS

  1. HOME
  2. ARTICLE

25 Pages : 239-250

http://dx.doi.org/10.31703/glr.2020(V-I).25      10.31703/glr.2020(V-I).25      Published : Mar 2020

Impact of Distance Learning on the Professional Development of English Language Prospective Teachers

Abstract

    The present study was conducted to explore the impact of distance learning on the professional development of prospective English teachers who applied for the TEFL programme designed and organized by Allama Iqbal Open University. The objective of the study was to investigate the impact of distance learning on the professional development of English teachers. Through stratified random sampling technique (30 males and 45 females) were selected as a sample. The questionnaire was developed to assess the impact of distance learning. Descriptive and inferential statistical analysis techniques were applied to analyze the data. The independent sample t-test and one-way ANOVA were used to analyze the demographic variables. The findings revealed that the majority of the participants were satisfied with the TEFL programme as it is catering to all the required learning needs of the teachers, and they were of the view that this programme has profound effects in terms of their professional development.

    AEIOU, Prospective Teachers, Distance Learning, Professional Development

    (1) Aroona Hashmi
    Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (2) Fasiha Altaf
    Ph.D. Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (3) Mubashara Akhar
    Ph.D. Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Anderson, T. (2001). The hidden curriculum in distance education an updated view. Change: the magazine of higher learning, 33(6), 28-35.
  • Astin, A. W., Banta, T. W., Cross, K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., ... & Moran, E. (1992). Principles of good practice for assessing student learning. AAHE Bulletin, 45(4), 1-20.
  • Brownson, K., & Harriman 3rd, R. L. (2000). Distance education in the twenty-first century. Hospital materiel management quarterly, 22(2), 64-72.
  • Collis, B. (1995). Anticipating the impact of multimedia in education: Lessons from the literature. Computers in Adult Education and Training, 2(2), 136-49.
  • Conrad, D. (2006). E-learning and social change: An apparent contradiction. In M. Beaudoin (Ed.), Perspectives on higher education in the digital age (pp.21-33). New York: Nova.
  • Durling, D., Cross, N., & Johnson, J. (1996, June). CAI with style. Paper presented at the 18th Annual Design Conference-Computer-aided Design Education. University of Bristol, England.
  • Farrant, J.S. (1990). Principles and Practices of Education, 2nd Edition, London, UK. English Language Book Society, Longman. p.169
  • Franklin, N., Yoakam, M., & Warren, R. G. (1996). Distance learning: A guidebook for system planning and implementation. Indiana University, School of Continuing Studies.
  • Gallagher, S. (2002). Distance learning at the tipping point: Critical success factors to growing fully online distance learning programs. Retrieved March, 23, 2004.
  • Gulati, S. (2008). Technology-enhanced learning in developing nations: A review. The International Review of Research in Open and Distributed Learning, 9(1). march ,10 2018.
  • Hickman, C. J. (2003). Results of survey regarding distance education offerings. University Continuing Education Association (UCEA) Distance Learning Community of Practice, Research committee report.
  • Hussain, I. (2013). A Study of Learners' Reflection on Andragogical Skills of Distance Education Tutors. Online Submission, 6(1), 123-138.
  • Johnson, R., Kemp, E., Kemp, R., & Blakey, P. (2002, December). From electronic textbook to multidimensional learning environment: overcoming the loneliness of the distance learner. In International Conference on Computers in Education, 2002. Proceedings. (pp. 632-636). IEEE.
  • Kinley, E. R. (2001). Implementing distance education, the impact of institutional characteristics: A view from the department chair's chair (pp. 1-365). The University of Nebraska-Lincoln.
  • Levy, S. (2003). Factors to Consider When Planning Online Distance Learning Programs in Higher Education. In Online Journal of Distance Learning Administration, Spring.
  • Michailidou, A., & Economides, A. A. (2003). Elearn: Towards a collaborative educational virtual environment. Journal of Information Technology Education: Research, 2(1), 131-152.
  • Perraton, H. (ed.) 1995 Alternative routes to formal education: distance teaching for school equivalency, Baltimore: Johns Hopkins University Press
  • Pond, K. (2003). Learning expectations and learning process design. Active Learning in Higher Education, 4(2), 168-180.
  • Roach, R. (2002). Staying connected. Diverse Issues in Higher Education, 19(18), 22.
  • Roffe, I. (2002). E-learning: Engagement, enhancement and execution. Quality Assurance in Education, 10(1), 40-50.
  • Saleem, K. (2010). Development of a Distance Education Model for Enhancement of Literacy in Pakistan (Doctoral dissertation, Allama Iqbal Open niversity, Islamabad).
  • Selim, H. M. (2005). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education. http://mail.phy.bg.ac.yu/ ~marijam/ milos/science7.pdf.
  • Stoker, D. (1995). Information and library studies at a distance.
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International journal of educational management.
  • Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of management journal, 40(6), 1282-1309.

Cite this article

APA

    APA : Hashmi, A., Altaf, F., & Akhar, M. (2020). Impact of Distance Learning on the Professional Development of English Language Prospective Teachers. Global Language Review, V(I), 239-250. https://doi.org/10.31703/glr.2020(V-I).25

CHICAGO

    CHICAGO : Hashmi, Aroona, Fasiha Altaf, and Mubashara Akhar. 2020. "Impact of Distance Learning on the Professional Development of English Language Prospective Teachers." Global Language Review, V (I): 239-250 doi: 10.31703/glr.2020(V-I).25

HARVARD

    HARVARD : HASHMI, A., ALTAF, F. & AKHAR, M. 2020. Impact of Distance Learning on the Professional Development of English Language Prospective Teachers. Global Language Review, V, 239-250.

MHRA

    MHRA : Hashmi, Aroona, Fasiha Altaf, and Mubashara Akhar. 2020. "Impact of Distance Learning on the Professional Development of English Language Prospective Teachers." Global Language Review, V: 239-250

MLA

    MLA : Hashmi, Aroona, Fasiha Altaf, and Mubashara Akhar. "Impact of Distance Learning on the Professional Development of English Language Prospective Teachers." Global Language Review, V.I (2020): 239-250 Print.

OXFORD

    OXFORD : Hashmi, Aroona, Altaf, Fasiha, and Akhar, Mubashara (2020), "Impact of Distance Learning on the Professional Development of English Language Prospective Teachers", Global Language Review, V (I), 239-250

TURABIAN

    TURABIAN : Hashmi, Aroona, Fasiha Altaf, and Mubashara Akhar. "Impact of Distance Learning on the Professional Development of English Language Prospective Teachers." Global Language Review V, no. I (2020): 239-250. https://doi.org/10.31703/glr.2020(V-I).25