Change in Motivation Through Self-Directed Learning in Fully Online Blended Classes —Case Study of Japanese-Language Learners—

Tez Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Nihon University, Culture and Communication Studies, Graduate School of Integrated Basic Sciences, Japonya

Tez Danışmanı: Toshiko Hosaka

Tezin Onay Tarihi: 2024

Tezin Dili: İngilizce

Özet:

Abstract In this study, we investigated the effects of incorporating synchronous self-directed online learning (SDOL) time with a teacher present into a fully online blended class that combines synchronous and asynchronous learning. To understand the advantages and disadvantages of online classes that incorporate SDOL and the effectiveness of SDOL, we compiled a case study that compares a fully online blended class that combines synchronous and asynchronous learning incorporating SDOL with a blended class that does not incorporate SDOL. Our research is intended to build a database of case studies of online classes conducted during the COVID-19 pandemic and to provide useful information to teachers who are struggling with motivation in online classes. We conducted interview surveys with three Indonesian learners who took a blended class incorporating SDOL and one who took a class not incorporating SDOL. We then analyzed their responses using the KJ method. Our analysis revealed that SDOL has the potential to increase the motivation of beginner learners and those new to online classes. Because changes in motivation vary from learner to learner, it is important for the teacher to have more opportunities to talk with each learner, to understand the learner’s situation, and to develop a learning plan together with the learner