Teachers’ and Students’ Perceptions Towards the Station Rotation Model: A Case of Libyan EFL Writing Classroom
DOI:
https://doi.org/10.37134/ajelp.vol11.1.2.2023Keywords:
blended learning, information and communication technologies, Station Rotation Model, writing skillAbstract
As information and communication technologies (ICT) have rapidly developed, computers and internet are widely used in many fields. The aftermath of the Covid-19 pandemic has resulted in online and blended education receiving a lot of attention due to the significant increase in online course enrollments. In this vein, this paper will give insights on the teachers and students’ perceptions towards using a model of Blended Learning named the Station Rotation Model (SRM) in a Libyan EFL writing classroom. Using a single case method, two teachers and students using the SRM in a school located in Libya were cross-examined using in-depth interview and focus group discussions. The findings revealed that after the implementation of the SRM model in the Libyan school, both students and teachers were satisfied with the learning outcomes. The findings further pointed out that the SRM resulted into positive educational effects. However, some serious concerns were shown by both teachers and students that need to be addressed. These include factors related to student-teacher motivation, timing issues, teachers and students training to use SRM and related technology. The study recommends that continuous professional and technological development is required for increasing the use of SRM as tool of blended learning in Libyan schools.
Downloads
References
Abukhattala, I. (2016). The use of technology in language classrooms in Libya. International Journal of Social Science and Humanity, 6(4), 262-267.
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' perceptions of technology integration in the United Arab Emirates school classrooms. Journal of Educational Technology and Society, 13(1), 165- 175.
Belazi, N., & Ganapathy, M. (2021). The Effects of the Station Rotation Model in Promoting Libyan Students’ EFL Writing: Blended Learning. AJELP: Asian Journal of English Language and Pedagogy, 9(1), 111-127.
Buabeng-Andoh, C. (2012). An Exploration of Teachers' Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary educational technology, 3(1).
Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids. Clayton Christensen Institute for Disruptive Innovation.
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195-213.
Elmadwi, H. M. (2015). Problems encountered by students at al-Amal secondary school in using passive voice in written English. IOSR Journal of Humanities and Social Science, 20(7), 32-38.
Elraggas, A. A. M. (2014). Libyan graduate students encounter English writing difficulties while attending US universities. Indiana State University.
Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences: Theory and Practice, 12(1), 438-442.
Glogowska, M., Young, P., Lockyer, L., & Moule, P. (2011). How ‘blended ‘is blended learning? Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context. Nurse education today, 31(8), 887-891.
Graham, C. R. (2009). Blended learning models. In Encyclopedia of Information Science and Technology, Second Edition (pp. 375-382). IGI Global.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved July, 29, 2010.
Harding, A., Kaczynski, D., & Wood, L. (2005). Evaluation of blended learning: analysis of qualitative data. In Proceedings of the Australian conference on science and mathematics education (Vol. 11).
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational technology research and development, 49(3), 37-52.
Huang, Q. (2016). Learners' Perceptions of Blended Learning and the Roles and Interaction of f2f and Online Learning. Ortesol Journal, 33, 14-33.
Ireland, J., Martindale, S., Johnson, N., Adams, D., & Eboh, W. (2009). Blended learning in education: effects on knowledge and attitude. British Journal of Nursing, 18(2), 124-130.
Johnson, N., List-Ivankovic, J., Eboh, W. O., Ireland, J., Adams, D., Mowatt, E., & Martindale, S. (2010). Research and evidence-based practice: Using a blended approach to teaching and learning in undergraduate nurse education. Nurse Education in Practice, 10(1), 43-47
Jokinen, P., & Mikkonen, I. (2013). Teachers' experiences of teaching in a blended learning environment. Nurse education in practice, 13(6), 524-528.
Jusoff, K., & Khodabandelou, R. (2009). Preliminary study on the role of social presence in blended learning environment in higher education. International Education Studies, 2(4), 79-83.
Kasapoğlu-Akyol, P. (2010). Using educational technology tools to improve language and communication skills of ESL students. Novitas-Royal, 4(2).
Landis, A. L. (2019). Understanding the Role of Substitute Teachers. ProQuest LLC.
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.
Macedo-Rouet, M., Ney, M., Charles, S., & Lallich-Boidin, G. (2009). Students’ performance and satisfaction with Web vs. paper-based practice quizzes and lecture notes. Computers & Education, 53(2), 375- 384.
Martínez-Mesa, J., González-Chica, D. A., Duquia, R. P., Bonamigo, R. R., & Bastos, J. L. (2016). Sampling: how to select participants in my research study? Anais brasileiros de dermatologia, 91, 326-330.
McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6).
Mccown, L. J. (2010). Blended courses: The best of online and traditional formats. American Society for Clinical Laboratory Science, 23(4), 205-211.
Mohanna, K., Waters, M., & Deighan, M. (2008). Designing effective blended learning environments for training trainers in primary care. Education for Primary Care, 19(6), 597-604.
Mohanna, K., Waters, M., & Deighan, M. (2008). Designing effective blended learning environments for training trainers in primary care. Education for Primary Care, 19(6), 597-604.
Nagy, A. H., & Mohammed, N. (2018). The Effect of Using the Station Rotation Model on Preparatory Students' Writing Performance. Online Submission.
Ocak, M. A. (2011). Blend or not to blend: a study investigating faculty members’ perceptions of blended teaching. World Journal on Educational Technology, 2(3), 196-205.
Odabasi, H. F. (2000). Faculty use of technological resources in Turkey. Innovations in Education and Training International, 37(2), 103-107.
Partridge, H., Ponting, D., & McCay, M. (2011). Good practice report: Blended learning.
Prasertsith, K., Kanthawongs, P., & Limpachote, T. (2016). Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University. International Association for Development of the Information Society.
Rigby, L., Wilson, I., Baker, J., Walton, T., Price, O., Dunne, K., & Keeley, P. (2012). The development and evaluation of a ‘blended’ enquiry-based learning model for mental health nursing students: “making your experience count”. Nurse Education Today, 32(3), 303-308.
Sancho, P., Corral, R., Rivas, T., González, M. J., Chordi, A., & Tejedor, C. (2006). A blended learning experience for teaching microbiology. American Journal of Pharmaceutical Education, 70(5).
Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse education today, 32(4), 464-468.
Solihati, N., & Mulyono, H. (2017). A Hybrid Classroom Instruction in Second Language Teacher Education (SLTE): A Critical Reflection of Teacher Educators. International Journal of Emerging Technologies in Learning, 12(5).
Truitt, A. A. (2016). A case study of the Station Rotation blended learning model in a third-grade classroom. University of Northern Colorado.
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.
Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725-738.
Yoon, S. Y., & Lee, C. H. (2010). The perspectives and effectiveness of blended learning in L2 writing of Korean university students. Multimedia Assisted Language Learning, 13(2), 177-204.
Zhao, Y., & Breslow, L. (2013). Literature review on hybrid/blended learning. Teaching and Learning Laboratory (TLL), 1-22.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Najah Abduallah Belazi, Malini Ganapathy
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
