Affiliation:
1. Pepperdine University, USA
Abstract
With the impact of COVID-19, the higher education sector was forced to shift classes to a flexible delivery method that was not limited by space. To provide equal learning opportunities to every student, universities turned to technology to support teaching and learning across the platforms. Drawing from Vygotsky's social, emotional, and cognitive interaction theories, this qualitative case study presents an innovative teaching and learning support system (OEIP) that blends technology with pedagogy. This study brings forth three critical perspectives to investigate how OEIP facilitates interaction for language learners in a blended learning environment. Findings demonstrate how inclusion, collaboration, and processing time are key components for teaching language learners in a blended learning environment.
Reference57 articles.
1. Faculty’s and Students’ Perceptions of Online Learning During COVID-19
2. Wait-time in Material and Classroom Context Modes
3. A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty.;S.Appana;International Journal on E-Learning,2008
4. Association for the Advancement of Computing in Education (AACE). (n.d.). Retrieved from https://www.learntechlib.org/primary/p/22909/
5. Blended Learning in Higher Education Institution in Malaysia.;F. Z.Azizan;Proceedings of Regional Conference on Knowledge Integration in ICT,2010