| Titre : | The Impact of Asynchronous Online Learning on First EFL Master’s Students’ Mental Health and Academic Achievements in Post-Covid Algeria The Integration of ICT in Higher Education: First Year Master Students as a Case Study |
| Auteurs : | Imad Ibrahim BOUDIA, Auteur ; P/LLA Dr. SEKKAL BABOU Meryem, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 121p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Academic achievement ; Asynchronous online learning ; EFL students ; Mental health ; Mixed methods ; post-COVID ; Self-esteem |
| Résumé : | This study investigated the impact of asynchronous online learning on the self-esteem, mental health, and academic achievement of first-year Master's (M1) EFL students at the University of Saida, Algeria, in the post-COVID era. A mixed methods approach was employed, utilizing classroom observations, student questionnaires, teacher interviews, and a review of student grades. The findings revealed increased student distractions, a shift in student-teacher interaction dynamics, a more subdued classroom climate, and negative impacts on student mental health. Based on these findings, recommendations are proposed to foster student-teacher interaction, re-establish classroom norms, utilize differentiated approaches to engagement, and address student mental health concerns. By implementing these recommendations and continuously evaluating online learning practices, educators can create more supportive and successful learning environments for EFL students. |
| Note de contenu : |
Table of Contents
The Cover Page i The Declaration of originality ii The Abstract iii Table of Content iv List of Tables v List of figures vi The General Introduction 01 First Chapter 1.1. Introduction 05 1.2. Defining Online Learning 06 1.3. Types of Online Learning 08 1.3.1. Blended Learning 09 1.3.2. Asynchronous Online Learning 11 1.3.3. Synchronous Online Learning 13 1.3.4. Bichronous Online Learning 15 1.4. Online Learning and Students' Self-esteem 17 1.5. Online Learning and Students' Motivation 18 1.6. Effects of Online Learning on Students' Mental Health during Covid 20 1.7. Online Learning in Algeria during the Pandemic 21 1.8. Conclusion 24 Middle Chapter 2.1. Introduction 26 2.2. Research Design 27 2.3. Data Collection Methods 29 2.4. Details for Both Methods: 32 2.5. Sampling Strategy: Targeting a Representative Population 33 v 2.6. Data Analysis Techniques: Unveiling the Complexities 36 2.7. Limitations: Acknowledging the Boundaries of Knowledge 38 2.8. Conclusion 41 Final Chapter 3.1. The introduction 44 3.2. Findings from Classroom Observations 46 3.3. Limitations and Recommendations for Classroom Observations 48 3.4. Findings from the students’ questionnaire 50 3.5. The discussion of the questionnaire 91 3.6. Connecting Observations to Survey Data 93 3.7. Exploring Potential Reasons for Reduced Participation 93 3.8. Limitations and Recommendations for Findings from Questionnaire 94 3.9. Findings from teachers’ interviews 96 3.10. Teacher Interviews: A Microscope with a Limited Field of View 99 3.11. Findings from Reviewing students’ grades 100 3.12. Interpretation of Reviewing Students’ Grades 103 3.13. Limitations and Recommendations for Findings from Reviewing Students' Grades 104 3.14. Conclusion 106 The General Conclusion 109 The references 112 The Appendices 117 |
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The Impact of Asynchronous Online Learning on First EFL Master’s Students’ Mental Health and Academic Achievements in Post-Covid Algeria The Integration of ICT in Higher Education: First Year Master Students as a Case Study Adobe Acrobat PDF |
