Positive surprises and particular struggles : a case study exploring students’ adjustment to emergency online learning and associated emotions
- Author
- Mari Alger (UGent) and June Eyckmans (UGent)
- Organization
- Abstract
- Even in situations where online learning is a carefully planned and anticipated part of a study program, the move from face-to-face classrooms to computer-mediated communication environments necessitates a significant role adjustment and instigates a wide array of emotions on the part of students. The coronavirus pandemic presented a unique opportunity to take stock of students’ experiences in light of a rapid transition to unknown modes and practices, and to explore associated emotions provoked by such a change. Through a dual theoretical and analytical lens (role adjustment and emotions), we present questionnaire data collected from 40 students enrolled on an English as a Foreign Language (EFL) university course in Belgium regarding their adjustment process to the role of online learner across six core themes: social, teacher, self, course, technology, and other. Patterns of emotions attached to each theme are also identified. From this very specific context, we translate our findings into practical recommendations for teachers to implement in the provision of (emergency) online teaching. While we, as teachers, and our students quickly got to know the weaknesses of online learning firsthand without prior experience of its strengths to guide us, now is the time to deepen our understanding of what it means and takes to be an online learner or teacher in such extraordinary times.
- Keywords
- English language learning, (emergency) Online teaching, Role adjustment, Emotions, COVID-19
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01H19AVZ4ZJPTKJFY0F3MPAJG6
- MLA
- Alger, Mari, and June Eyckmans. “Positive Surprises and Particular Struggles : A Case Study Exploring Students’ Adjustment to Emergency Online Learning and Associated Emotions.” Optimizing Online English Language Learning and Teaching, edited by Maria-del-Mar Suárez and Walaa M. El-Henawy, vol. 31, Springer, 2023, pp. 53–84, doi:10.1007/978-3-031-27825-9_4.
- APA
- Alger, M., & Eyckmans, J. (2023). Positive surprises and particular struggles : a case study exploring students’ adjustment to emergency online learning and associated emotions. In M.-M. Suárez & W. M. El-Henawy (Eds.), Optimizing online English language learning and teaching (Vol. 31, pp. 53–84). https://doi.org/10.1007/978-3-031-27825-9_4
- Chicago author-date
- Alger, Mari, and June Eyckmans. 2023. “Positive Surprises and Particular Struggles : A Case Study Exploring Students’ Adjustment to Emergency Online Learning and Associated Emotions.” In Optimizing Online English Language Learning and Teaching, edited by Maria-del-Mar Suárez and Walaa M. El-Henawy, 31:53–84. Cham: Springer. https://doi.org/10.1007/978-3-031-27825-9_4.
- Chicago author-date (all authors)
- Alger, Mari, and June Eyckmans. 2023. “Positive Surprises and Particular Struggles : A Case Study Exploring Students’ Adjustment to Emergency Online Learning and Associated Emotions.” In Optimizing Online English Language Learning and Teaching, ed by. Maria-del-Mar Suárez and Walaa M. El-Henawy, 31:53–84. Cham: Springer. doi:10.1007/978-3-031-27825-9_4.
- Vancouver
- 1.Alger M, Eyckmans J. Positive surprises and particular struggles : a case study exploring students’ adjustment to emergency online learning and associated emotions. In: Suárez M-M, El-Henawy WM, editors. Optimizing online English language learning and teaching. Cham: Springer; 2023. p. 53–84.
- IEEE
- [1]M. Alger and J. Eyckmans, “Positive surprises and particular struggles : a case study exploring students’ adjustment to emergency online learning and associated emotions,” in Optimizing online English language learning and teaching, vol. 31, M.-M. Suárez and W. M. El-Henawy, Eds. Cham: Springer, 2023, pp. 53–84.
@incollection{01H19AVZ4ZJPTKJFY0F3MPAJG6,
abstract = {{Even in situations where online learning is a carefully planned and anticipated part of a study program, the move from face-to-face classrooms to computer-mediated communication environments necessitates a significant role adjustment and instigates a wide array of emotions on the part of students. The coronavirus pandemic presented a unique opportunity to take stock of students’ experiences in light of a rapid transition to unknown modes and practices, and to explore associated emotions provoked by such a change. Through a dual theoretical and analytical lens (role adjustment and emotions), we present questionnaire data collected from 40 students enrolled on an English as a Foreign Language (EFL) university course in Belgium regarding their adjustment process to the role of online learner across six core themes: social, teacher, self, course, technology, and other. Patterns of emotions attached to each theme are also identified. From this very specific context, we translate our findings into practical recommendations for teachers to implement in the provision of (emergency) online teaching. While we, as teachers, and our students quickly got to know the weaknesses of online learning firsthand without prior experience of its strengths to guide us, now is the time to deepen our understanding of what it means and takes to be an online learner or teacher in such extraordinary times.}},
author = {{Alger, Mari and Eyckmans, June}},
booktitle = {{Optimizing online English language learning and teaching}},
editor = {{Suárez, Maria-del-Mar and El-Henawy, Walaa M.}},
isbn = {{9783031278242}},
keywords = {{English language learning,(emergency) Online teaching,Role adjustment,Emotions,COVID-19}},
language = {{eng}},
pages = {{53--84}},
publisher = {{Springer}},
series = {{English Language Education}},
title = {{Positive surprises and particular struggles : a case study exploring students’ adjustment to emergency online learning and associated emotions}},
url = {{http://doi.org/10.1007/978-3-031-27825-9_4}},
volume = {{31}},
year = {{2023}},
}
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