Academic Centrehttps://doi.org/10.22364/htqe.2023.26 | 333-340 | PDF
Comparison of Knowledge Retention in Face-To-Face and Online English Language Learning for Adults
Tatiana Ginzburg, Edīte Sarva
University of Latvia, Latvia
Abstract. Online education has become increasingly important in recent years. With the development of technology more pedagogical methods can be applied online, thus increasing the diversity of learning experiences for learners and teaching opportunities for educators. Considering the benefits of online education such as accessibility, convenience, the possibility of differentiation and personalization, it is important to evaluate the feasibility of wider implementation of this learning modality. This is especially significant in adult education, as adult learners are self-motivated and potentially have developed self-directed learning competence – both essential for successful learning online. However, adults often experience time-related constraints so online may be the only learning modality available for some of them. There are ongoing and extensive discussions on the benefits and drawbacks of face-to-face and online learning. This paper aims to analyze the relationship between a course modality and knowledge retention as one of the important aspects of learning effectiveness. The data is gathered from two demographically similar cohorts of adult students who took an English language course of the same volume and content either online or face-to-face. The results show no statistically significant difference in knowledge retention between these modalities. However, there is an indication of better knowledge retention in writing after an online course.
Keywords: online education, face-to-face education, adult learners, knowledge retention, English as an additional language
In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2023
ISBN 978-9934-36-116-6