Instructional interactions in online classroom of English  for nursing

Ulinuha Dahlina; Solis Setiyani; Ratih Ayu Wulandari; Fairus Sintawati

doi:10.21744/ijllc.v8n6.2200

Authors

Ulinuha Dahlina
ulinuha.dahlina@gmail.com
University of Faletehan, Serang, Indonesia
Solis Setiyani University of Faletehan, Serang, Indonesia
Ratih Ayu Wulandari University of Faletehan, Serang, Indonesia
Fairus Sintawati University of Faletehan, Serang, Indonesia

Keywords:

English for nursing, instructional interaction, learning media, learning paradigm, online classroom

Abstract

Pandemic COVID-19 had limited teacher-students and student-student interactions in face-to-face classroom. Whereas, nursing students need to make many interactions to develop their English language proficiency for their professional life in the future. This research aimed to investigate nursing students’ perceptions toward instructional interactions in online classes of English for Nursing Course. The study was descriptive, in which a structured questionnaire and in-depth interview were employed to 40 nursing students. The results showed that many students agreed that online classes of English for Nursing created a new learning paradigm. They also agreed that the teacher played an important role to facilitate teacher-student and student-student interactions. Besides, learning media and internet connection facility helped them to find online classes attractive. Thus, the researchers suggested teachers of English for Nursing to play their role well in providing instructional interactions and attractive learning media. The availability of stabile connection also needs to be facilitated.

Downloads

Download data is not yet available.

References

Anthony, L. (2016). Introducing corpora and corpus tools into the technical writing classroom through Data-Driven Learning (DDL). In Discipline-Specific Writing (pp. 176-194). Routledge.

Bagga-Gupta, S. (2002). Explorations in bilingual instructional interaction: A sociocultural perspective on literacy. Learning and Instruction, 12(5), 557-587. https://doi.org/10.1016/S0959-4752(01)00032-9

Chang, H. Y. A., Chan, L., & Siren, B. (2013). The impact of simulation-based learning on students' English for Nursing Purposes (ENP) reading proficiency: A quasi-experimental study. Nurse education today, 33(6), 584-589. https://doi.org/10.1016/j.nedt.2012.06.018

Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002

Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative Research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 1-32). Thousand Oaks, CA: SAGE.

Donnelly, T. T., McKiel, E., & Hwang, J. J. (2009). Challenges and motivators influencing the academic performance of English as an additional language (EAL) nursing students: The perspectives of the students. Canadian Journal of Nursing Research Archive, 130-151.

Dörnyei, Z. (2011). Research Method in Applied Linguistics - Quantative, Qualitive, and Mixed Methodologies. New York: Oxford University Press. Farlex. (2013).

Duff, E., Miller, L., & Bruce, J. (2016). Online virtual simulation and diagnostic reasoning: A scoping review. Clinical Simulation in Nursing, 12(9), 377-384. https://doi.org/10.1016/j.ecns.2016.04.001

Fakeye, D. O. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of social sciences, 22(3), 205-211.

Glew, P. J. (2013). Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia. Collegian, 20(2), 101-108. https://doi.org/10.1016/j.colegn.2012.04.002

Harmer, J. (2007). The practice of English language teaching 4th edition. Harlow: England Pearson Education.

Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education, 20(3), 100657. https://doi.org/10.1016/j.ijme.2022.100657

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL quarterly, 40(1), 235-257.

Kääntä, L. (2014). From noticing to initiating correction: Students’ epistemic displays in instructional interaction. Journal of Pragmatics, 66, 86-105. https://doi.org/10.1016/j.pragma.2014.02.010

Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Ottenhoff, J., & Lawrence, D. (1999). Ten paradoxical truths about conference software in the classroom. Syllabus, 13(3), 54-56.

Prammanee, N. (2005). Understanding participation in online courses: A case study of online interaction. Ed.D. Dissertation, Northern Illinois University, United States - Illinois. Retrieved September 2, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3173595)

Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & education, 129, 143-158. https://doi.org/10.1016/j.compedu.2018.11.003

Rajasa, G. (2018). Indonesian EFL Nursing Students’ Learning Process: Obstacles & Expectations. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(2), 133.

Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press, 40 West 20th Street, New York, NY 10011 (hardcover--ISBN-0-521-32216-2; paperback--ISBN-0-521-31108-X)..

Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332. https://doi.org/10.1016/S1096-7516(02)00130-6

Savigne, E. G. (2004). English for Professional Nursing Communication: Teacher’s book. Ciudad De La Habana: Editorial Ciencias Médicas.

Setiyani, S. (2019). Inspiring and Inspired Instructional Interactions through Children Poetry.

Strachota, E. M. (2003). Student satisfaction in online courses: An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction. The University of Wisconsin-Milwaukee.

Vapnik, V., & Vashist, A. (2009). A new learning paradigm: Learning using privileged information. Neural networks, 22(5-6), 544-557. https://doi.org/10.1016/j.neunet.2009.06.042

Yang, Z., & Liu, Q. (2007). Research and development of web-based virtual online classroom. Computers & education, 48(2), 171-184. https://doi.org/10.1016/j.compedu.2004.12.007

Yuniar, E. I., Trikawati, T., & Nurani, S. (2022). The effect of using learning video media towards students’ study achievement of fiqh subject grade VII (research at state Islamic junior high school model Pasirsukarayat). International Journal of Linguistics, Literature and Culture, 8(6), 254-258. https://doi.org/10.21744/ijllc.v8n6.2194