Student Perception of Face-to-Face vs. Online Language Training: The Case of Adult Learners in Latvia

Student Perception of Face-to-Face vs. Online Language Training: The Case of Adult Learners in Latvia

Tatiana Ginzburg
Copyright: © 2022 |Pages: 8
DOI: 10.4018/IJSEUS.291711
OnDemand:
(Individual Articles)
Available
$37.50
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

Since the spring of 2020, practically all educational institutions have transferred instruction online. However, questions remain about whether online learning is as effective as face-to-face (F2F) one. This is especially relevant in the case of non-formal adult education, as students have competing demands on their time, established learning habits, and their relationship with a training provider is short-term. This paper compares results of students’ evaluation of teaching (SET) collected from two adult learner cohorts of similar demographic characteristics. While both cohorts had English language courses of the same core content and volume, one studied F2F, the other online. A Likert-type questionnaire form is used for the analysis. Analysis of the results from both groups reveals no statistically significant differences in students’ opinions. Moreover, students are consistent in their overall favorable attitude to both learning formats. A very slight preference towards F2F format is detected in some aspects of the course.
Article Preview
Top

English Language Center At Rtu Riga Business School

In 1991, RTU founded RBS in partnership with State University of New York (SUNY) at Buffalo and University of Ottawa to provide a North American style MBA degree taught entirely in English. In order to prepare candidates, the English Language Institute at SUNY Buffalo established the RBS ELC. ELC provides English language instruction at seven levels according to Common European Framework of Reference for Languages (CEFR), and most of the courses carry academic credits that can be counted towards a degree. In addition, ELC serves general public as well as corporate clients as a provider of non-formal education.

Although different in content, level, and volume, all ELC courses follow the same principles. Students take a placement test before registration to avoid mixed-ability groups. Course syllabi and core coursebooks are standardized to ensure gradual progression through levels. Criteria for students to complete a course include attendance, participation, homework, and tests. Two different SETs are administered during the course: a short early course evaluation during class 5 of a course, and a more detailed one at the end. The main parts of both SETs comprise Likert-scale questionnaires, as these offer an efficient way to measure opinions and are commonly used in language programs to evaluate students’ attitudes and perceptions (Wesely, 2012). In addition, open-ended questions encourage students to suggest ways to improve a course.

Complete Article List

Search this Journal:
Reset
Volume 14: 1 Issue (2024): Forthcoming, Available for Pre-Order
Volume 13: 4 Issues (2022): 1 Released, 3 Forthcoming
Volume 12: 4 Issues (2021)
Volume 11: 4 Issues (2020)
Volume 10: 4 Issues (2019)
Volume 9: 4 Issues (2018)
View Complete Journal Contents Listing