The Effect of Online English Courses for Teaching English Grammar on Essay

The Effect of Online face Courses for Teaching English Grammar on Distance Students Achievement at the University of Dammam - Essay ExampleA Proposal Submitted as a urgency for the PhD in Education. Introduction Since the 1990s, technological advances ca-ca led to an increase in the integration of web-based and web-enhanced resources into instructional practices (Rodriguez, Ooms, Montanez &Yan, 2005). Considered the most powerful technologies to change the face of education, computers and the internet have caused a revolution, forcing the reformulation of curricula and the way it is exileed (Ameneh, 2011). With this revolution and development in the strength of delivery and presentation of knowledge, an increase in lifelong learning has been observed (Medford, 2004). As a return of the increasing demand for learning at all levels of society and in many different circumstances, Saudi-Arabian Arabia (S.A.) has started delivering online courses. In S.A., online learning has been used to offer learning opportunities to students who are unable to attend an institute for several(a) curtilages, e.g. on medical grounds, due to living in remote areas, or because they are over 25 years old. Online learning has many advantages for students and also for faculties. For example, it offers learning opportunities at any time, in any repair and in a way adapted to modern lifestyles (Perry & Pilati, 2011). It also provides extra time for the students to apprehend the real(a) and understand more abstract concepts through the application of different types of media (Perry & Pilati, 2011 Rose & Billinghurst, 1996). Moreover, online learning has proved to have many positive effects on student behavior, motivation, communication, and achievement (Samuel & Baker, 2005), e.g. it can encourage students creativity, problem-solving, communication, collaboration and self-learning skills (Ameneh, 2011). In what concerns benefits for faculties, online learning provides a chance to be purposeful in their teaching (Perry & Pilati, 2011). It is an opportunity of sharing workload amongst staff and can include collaboration with other faculties. Content may also be reinforced and modified, while satisfying the needs of different learning styles (Tang & Byrne, 2007). Furthermore, faculties can manage students progress more slow by using the different management tools applied in the Virtual Learning Environment (VLE) to deliver the course. Taking into good will the advantages mentioned above, it is understandable the increasing number of students in S.A., who have demanded online learning over the give out few years. This process is also supported by companies gradual acceptance of online degrees, and the universities that offer them. The University of Dammam (U.D.) in S.A. started delivering online courses in January, 2012 to distance students in 2, out of its 28 colleges. Currently, all the departments in the Arts College offer online degrees, except the Engli sh Language department. Faculties in the English department are reluctant to use online learning techniques. A reason for this reluctance is the belief that technology cannot support or replace face-to-face (F2F) learning and teaching methods. Findings of this interrogation may give the chance for reconsideration of this reluctance. Research Problem and Objectives U.D. adopted Blackboard as their VLE in 2011 for all students, both on-campus and distance learners. U.D. offers a BA in English language due to the consideration of English as the