Navigating E-Learning Horizons: Exploring Challenges and Opportunities in Higher Education Integration from the German vs. Iranian EFL Teacher's Lens

  • سال انتشار: 1403
  • محل انتشار: تحقیقات کاربردی در زبان انگلیسی، دوره: 13، شماره: 4
  • کد COI اختصاصی: JR_AREUIT-13-4_007
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 33
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نویسندگان

Azizeh Chalak

English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran Visiting Scholar at English Department, Albert Ludwig University, Freiburg, Germany

Christian Mair

English Department, Albert Ludwig University, Freiburg, Germany

چکیده

The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from ۲۶ German EFL teachers and ۹۲ Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.

کلیدواژه ها

Blended Learning, Challenges, Cross-cultural Study, EFL Teachers, E-learning Integration, Higher education, Opportunities

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