HOW INTEGRATING INNOVATIVE DIGITAL TOOLS SHAPED THE ERT EXPERIENCE FOR ESP INSTRUCTORS AND ENGINEERING STUDENTS IN CROATIA
Abstract
The transition to emergency remote teaching (ERT) during the COVID-19 pandemic has reshaped education, prompting educators to adapt swiftly. In this evolving digital context, the integration of digital tools took centre stage. This paper presents the findings of two questionnaire surveys conducted in the summer and autumn of 2020 between two Croatian ESP instructors employed at HEIs in Croatia and undergraduate engineering students of the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek (FERIT), Croatia, focusing on their experiences, perceptions, and challenges related to the integration of digital tools into online ESP classes. It explored the types of digital tools employed and favoured by Croatian ESP instructors and students at FERIT, their impact on instructor and student motivation, the quality of online classes, and the creativity of materials. The findings reveal that instructors heavily relied on Learning Management Systems (LMS), video conferencing platforms and familiar tools while they steered away from more advanced, interactive tools. Although ESP instructors generally felt motivated by the digital tools and believed they enhanced the creativity of their teaching materials, the data indicate that these tools were less effective in fostering student motivation. Students, on the other hand, identified these tools as helpful and motivating. Still, a smaller but significant cohort of students felt they benefited more from traditional tools like Word.
Keywords
Full Text:
PDFReferences
Aidoune, Y., Nordin, N. R. M., Kaur, M., & Singh, P. S. (2022). Effect of online English learning game ‘Kahoot’ on L2 undergraduate learners in a Malaysian university. Journal of Intercultural Communication, 22(3), 13–18. https://doi.org/10.36923/jicc.v22i3.66
Chaka, C. (2020). Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA’s. Research Square, 1–46. https://doi.org/10.21203/rs.3.rs-61482/v1
Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359
Constantinou, E. K., & Papadima-Sophocleous, S. (2020). The use of digital technology in ESP: Current practices and suggestions for ESP -Teacher education. The Journal of Teaching English for Specific and Academic Purposes, 8(1), 17–29. https://doi.org/10.22190/JTESAP2001017K
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101. https://doi.org/10.1016/j.system.2021.102556
Ebner, N., & Greenberg, E. E. (2020). Designing binge-worthy courses: Pandemic pleasures and COVID-19 consequences. Negotiation Journal, 36(4), 535–560. https://doi.org/10.1111/nejo.12339
European Commission (2019). 2nd survey of schools: ICT in education – technical report. Luxembourg: European Commission. https://doi.org/10.2759/035445
Ferčec, I., & Liermann-Zeljak, Y. (2023). Assessing the impact of COVID-19 on the delivery and reception of ESP education for engineering students in Croatia. Scripta Manent, 18(2), 33–45. https://doi.org/10.4312/sm.18.2.33-45
García-Martín, J., Rico, R., & García-Martín, S. (2023). The perceived self-efficacy of teachers in the use of digital tools during the COVID-19 pandemic: A comparative study between Spain and the United States. Behav.Sci., 13(3), 213. https://doi.org/10.3390/bs13030213
Giray, L., Sandoval, J. J., Ambas, E. K., Bonador, M. A., & Recaplaza, M. J. (2023). Boredom and coping strategies in online classes among college students: A survey from the Philippines. Üniversitepark Bülten, 12(1), 25–40. https://doi.org/10.22521/unibulletin.2023.121.2
Gonzalez, R., Sørum, H., & Raaen, K. (2022). Emergency digital teaching during the COVID-19 lockdown: Students’ perspectives. Educ. Sci., 12(3), 152. https://doi.org/10.3390/educsci12030152
Guzzo, T., Caschera, M. C., Ferri, F., & Grifoni, P. (2023). Analysis of the digital educational scenario in Italian high schools during the pandemic: Challenges and emerging tools. Sustainability, 15, 1426. https://doi.org/10.3390/su15021426
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. *Front. Educ., 7:851019. https://doi.org/10.3389/feduc.2022.851019
Jiang, M. (2020). The reason Zoom calls drain your energy. BBC Worklife. https://www.bbc.com/worklife/article/20200421-why-zoom-video-chats-are-so-exhausting
Kallunki, V., Katajavuori, N., Kinnunen, P., Anttila, H., Tuononen, T., Haarala Muhonen, A., Pyörälä, E., & Myyry, L. (2023). Comparison of voluntary and forced digital leaps in higher education: Teachers’ experiences of the added value of using digital tools in teaching and learning. Education and Information Technologies, 28, 10005–10030. https://doi.org/10.1007/s10639-022-11559-7
Kardum, R. B., & Vukelić, D. J. (2021). The challenges and issues on the University of Zagreb during COVID-19 crisis. Interdisciplinary Description of Complex Systems, 19(3), 357–365. https://doi.org/10.7906/indecs.19.3.1
Khan, R. (2024). Synchronous and asynchronous digital tools for real life support and skills-lessons learnt from Covid-19. Advances in Social Sciences and Management, 2(4), 18–34. https://doi.org/10.63002/assm.24.420
Kulić, D., & Janković, A. (2022). Teachers’ perspective on emergency remote teaching during COVID-19 at tertiary level. Information Technologies and Learning Tools, 89(3), 78–89. https://doi.org/10.33407/itlt.v89i3.4758
Langford, M., & Damşa, C. (2020). Online teaching in the time of COVID-19: Academic teachers’ experiences in Norway. Centre for Experiential Legal Learning (CELL), 2020(2).
Male, H., Murniarti, E., Simatupang, M. S., Siregar, J., Sihotang, H., & Gunawan, R. (2020). Attitude of undergraduate students towards online learning during COVID-19 pandemic. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(4), 1628–1637. https://archives.palarch.nl/index.php/jae/article/view/1746/1737
Malcolm, T., Plotkin, I., Quintanilla, N., Schuitema, K., Schuler, K., & Kirsch, T. (2022). Utilisation of the TRAIN Learning Network for online disaster medicine and public health training during the COVID-19 pandemic. Disaster Med Public Health Prep, 17, e285. https://doi.org/10.1017/dmp.2022.220
Mawardi, L. N. M., & Rustandi, A. (2024). Kahoot application as a formative evaluation media in students' comprehension of the aspect of writing narrative text in online class (qualitative case study at one of senior high school). Journal of English Education Program (JEEP), 11(1), 93–100. https://doi.org/10.25157/(jeep).v11i1.13566
Özkanal, Ü. (2022). The use of digital tools scaffolding language teaching during pandemic outbreak of COVID-19 at state schools in Turkey. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 6(1), 17–30. https://doi.org/10.34056/aujef.1050204
Pawlak, M., Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2022). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211064944
Peper, E., & Yang, A. (2021). Beyond Zoom fatigue: Re-energise yourself and improve learning. Academia Letters, Article 257. https://doi.org/10.20935/AL257
Peper, E., Wilson, V., Martin, M., Rosegard, E., & Harvey, R. (2021). Avoid Zoom fatigue, be present and learn. NeuroRegulation, 8(1), 47–56. https://doi.org/10.15540/nr.8.1.47
Permana, A. A., Kusnadi, A., Marpaung, A. N., Marcela, D. A., Yuasan, N., & Fauziyah, S. (2023). Effect of Zoom fatigue on health and learning loss in students during the COVID-19 pandemic. Jurnal Inovasi Teknologi Pendidikan, 10(1), 22–32. https://doi.org/10.21831/jitp.v10i1.52930
Ramadani, A., & Xhaferi, B. (2020). Teachers’ experiences with online teaching using the Zoom platform with EFL teachers in high schools in Kumanova. *SEEU Review, 15*(1), 142–155. https://doi.org/10.2478/seeur-2020-0009
Raime, S., Shamsudin, M. F., Hashim, R. A., & Rahman, N. (2020). Perceived lecturers’ feedback and online learning students’ satisfaction: A case study of unitary college students. Journal of Critical Reviews, 7(19), 1319–1326.
Romero-Rodríguez, J. M., Hinojo-Lucena, F. J., Kopecký, K., & García-González, A. (2023). Digital fatigue in university students as a consequence of online learning during the COVID-19 pandemic. Educación XX1, 26 (2), 165–184. https://doi.org/10.5944/educxx1.34530
Sadıç, T., & Bavlı, B. (2023). Innovative teaching practices during the emergency remote teaching (ERT) process: A phenomenological inquiry. Journal of Research in Innovative Teaching & Learning, 16(1), 1–20. https://doi.org/10.1108/JRIT-04-2023-0037
Seabra, F., Aires, L., Abelha, M., & Teixeira, A. (2023). Emergency remote teaching and learning and teacher’s digital competence. Revista Electrónica de Investigación Educativa, 25, e29, 1–16. https://doi.org/10.24320/redie.2023.25.e29.5663
Tailor, K., Hennessy, S., & Jordan, K. (2023). Exploring the relationship between teachers’ use of technology during the COVID-19 pandemic in India and their perspectives on students' motivation to learn (Working Paper No. 53). EdTech Hub. https://doi.org/10.53832/edtechhub.0144
West, M. (2023). An Ed-Tech tragedy? Educational technologies and school closures in the time of COVID-19. UNESCO Digital Library. https://doi.org/10.54675/LYGF2153
DOI: https://doi.org/10.22190/JTESAP241105005L
Refbacks
- There are currently no refbacks.
ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)