Participation, Inclusion, and Success in Emergency Remote Online Teaching and Learning

Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: [email protected]; Web site: http://research-publishing.net

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Inclusion; Second Language Learning; Second Language Instruction; COVID-19; Pandemics; Student Attitudes; Distance Education; Online Courses; Foreign Countries; Prior Learning; Social Networks; Learning Processes; Educational Change; English (Second Language); Videoconferencing; Undergraduate Students

COVID-19 affected educational institutions worldwide, and many moved online engaging in Emergency Remote Teaching and Learning (ERTL). It had a particular impact in Japan due to the low levels of computer usage in Japanese educational institutions and a reliance on traditional methods. This study uses semi-structured interviews with five participants to explore their perceptions of the move to online learning in a Japanese university context. Four factors emerged as significant: participants' experiences prior to entering university; the importance of Social Networking Systems (SNS) in the process of becoming part of the university academic community; changes in spoken interactional patterns; and changes in learning patterns. It was found that the disruption due to ERTL led to fresh ways to learn and promoted an inclusive environment. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

As Provided

2022

ED617958