Additional Learning Support Research Articles

Integrating Interdisciplinary Competence Development into Business English Curriculum: Strategies and Best Practices

This study focuses on analyzing effective strategies for integrating interdisciplinary skills into business English courses, including selecting interdisciplinary topics, conducting project-based learning, organizing interdisciplinary discussions and debates, utilizing modern technological tools, collaborating with enterprises, inviting industry experts to give lectures, and providing additional learning support. Subsequently, based on best practices, the importance of integrating interdisciplinary competence development into business English courses is fully revealed, which enhances the overall quality of education and students' comprehensive competitiveness, laying a solid foundation for students' future development.

Development of Moodle-Based E-Learning Media in Workshop and Entrepreneurship Learning

The rapid transition to online learning due to the Covid-19 pandemic presented challenges in ensuring effective student engagement and comprehension, particularly in subjects like Practical Work and Entrepreneurship. The problem identified is the lack of suitable digital tools to support interactive learning in these subjects, which often rely on hands-on experience and active participation. To solve this problem, this study developed and implemented Moodle-based e-learning media to enhance student understanding and engagement in Practical Work and Entrepreneurship education. The research objective was to assess the effectiveness of this e-learning media in improving students' learning outcomes compared to traditional learning methods. This study employed the Research and Development (R&D) method, involving two groups of students: an experimental group that used Moodle-based e-learning media and a control group that did not receive any additional digital learning support. Data were collected over a period of six months, using pretests and posttests, with statistical analysis conducted via Wilcoxon and Mann-Whitney tests. The results of the study showed significant improvements in the experimental group, with both statistical tests yielding significance values (sig) less than 0.05. These findings highlight the positive impact of Moodle-based e-learning media on students' comprehension of Practical Work and Entrepreneurship. In conclusion, the development and implementation of Moodle-based e-learning media proved to be an effective solution for enhancing student engagement and learning outcomes, particularly in the context of distance learning during the pandemic. This approach offers a scalable and flexible solution for improving education in similar contexts.

Using English as a Language of Instruction in Rural Schools in Thailand: Key Challenges for Teaching and Learning

Primary school teachers in Thailand are encouraged to use English as a language of instruction across all curriculum areas in their classrooms, not just in English lessons. However, many non-English major teacherswho teach in rural schools struggle to deliver lessons in English due to the lack of professional knowledge and ongoing support for English language usage. This paper considers the experiences of non-English major teachers working in rural schools in Thailand who participated in a coaching and mentoring program to support their motivation and confidence to use English as a language of instruction. A participatory case study research design was used for this study, which included classroom observations and semi-structured interviews with teacher–participants before, during and after the coaching and mentoring program. Some of the key challenges that arose included the use of Thai as a language of instruction, lack of resources and support for the use of English as a language of instruction, lack of clarity in school policies and the limited availability of professional learning for teachers in rural schools.There is an urgent need for additional professional learning support for teachers, especially those working in rural schools, to ensure success of the Thai government’s policy aim to make English available as a language of instruction in all primary schools.

Predicting performance in a doctor of physical therapy gross anatomy course based on an exploratory factor analysis of the anatomical self-efficacy instrument.

Measuring self-efficacy can be a valuable means for instructors to predict student performance. However, it is crucial to measure self-efficacy within specific contexts to effectively gauge students' perceptions of their capabilities. This study evaluated the factors comprising the Anatomical Self-Efficacy Instrument (ASEI) and determined whether these factors could predict performance in gross anatomy. Three cohorts of Doctor Physical Therapy (DPT) students completed the ASEI at the start of gross anatomy. An exploratory factor analysis (EFA) analyzed the ASEI's dimensionality, and Cronbach's alpha evaluated the internal consistency of the extracted factors. Linear regression was used to determine whether ASEI's total or subdomain scores predicted final anatomy course performance scores. In total, 142 of 287 (49.5%) DPT students completed the ASEI. EFA revealed three distinct factors, including "cognitive," "psychomotor," and "clinical anatomy self-efficacy", and explained 44.9%, 13.7%, and 5.2% of the total variance, respectively. Only cognitive self-efficacy predicted final gross anatomy course performance (β = 0.34; R2 = 0.071; F(3,138) = 3.51; p < 0.05). Overall, the ASEI's 3-factor solution implies its multidimensionality, a finding that could inform the development of more comprehensive self-efficacy measures. Notably, "cognitive self-efficacy" was the only subdomain that predicted DPT student performance in anatomy, suggesting its potential as a tool for identifying students in need of additional learning support. The ASEI's practical usability should be further explored through additional psychometric testing.

An Initial Feasibility Trial of Providing Yoga in School for Children with Additional Support Needs.

Yoga is used widely as a therapeutic tool for physical and mental well-being. However, greater understanding of the effect yoga may have on young people who require additional support for learning is warranted. Therefore, the aim of the present study was to assess the feasibility of delivering and evaluating an 8-week school-based yoga program targeted to children with additional support needs in a mainstream primary school. Data were collected from 11 pupils (aged 4-12) with additional support needs. The Behavior Rating Inventory of Executive Function and Strengths and Difficulties Questionnaire were completed pre- and postintervention by parents and the pupil's schoolteachers. Observation of the yoga class engagement was conducted at baseline, midway through, and at the end of the intervention. A visual adaptation of the Children's Feeling Scale was completed each week pre- and post-yoga class by each student. Qualitative measures, including a parent feedback questionnaire, interview with the yoga instructor, and focus group with the pupil support assistants, were undertaken. The program was delivered as planned. The yoga instructor, parents, and pupil support assistants found the program to be beneficial to the students and a feasible part of their school week. There were no significant differences pre- to postintervention in any scores of the Strengths and Difficulties Questionnaire or Behavior Rating Inventory of Executive Function. Some positive changes in mood were found, although effect sizes were small. This study demonstrates the feasibility of delivering a school-based yoga program for children with additional support needs, as well as a feasible evaluation approach. The overall experiences for pupils, pupil support assistants, and the yoga teacher were positive and suggest that wider implementation and evaluation of the school-based yoga program would be of value.

학습공동체에서 대학원생의 사회적 몰입경험에 관한 탐구

Recently, as autonomy and cooperative relationships are emphasized as major values of the future education, the value of learning community activities is drawing attention. The purpose of this study is to explore the social flow experiences and changes that graduate students who participate in learning community activities experience during the learning process. To this end, in-depth interviews were conducted based on qualitative case studies with five graduate students who participated in the learning community for a total of 24 months from 2021 to 2022. For data analysis, Giorgi's content analysis method was used, and what kind of social flow the learner experiences and changes in the course of learning community activities was interpreted based on the flow theory. The main research findings are as follows. First, it was found that graduate students who participated in the learning community recognized their own purpose in the learning process and experienced positive social flow through feedback, dialogue, and cooperation among members. Second, graduate students experienced repeated failures while conducting various learning activities and joint research, and experienced negative emotions due to fatigue from graduate school life. In addition, they were experiencing a lack of social flow due to compulsory participation in activities, the burden of authority such as professors and seniors, and a lack of understanding of other majors. Third, social flow competency grew through learning together, and in the process of mutual learning, research topics were expanded and research capabilities improved, experiencing positive changes in shared growth. Through these research results, in order to build an flow environment within the learning community, it was suggested that additional support for graduate student learning and education environments based on positive emotional experiences for self-prosperity and pleasure to learn and practice independently is needed.

Management of digital literacy competence development in State Madrasah Aliyah Surakarta, Indonesia

This study seeks to characterize digital literacy competency development management for educators and teaching staff at State Madrasah Aliyah in Surakarta. This study employs a qualitative descriptive methodology. Interviews, observations, and documentation studies were used to collect data. Data analysis techniques incorporated interactive analytical techniques, such as data collection, reduction, presentation, and conclusion. Method triangulation is implemented in data validity standards. According to the findings of this research project, there are three conclusions: First, the management of digital literacy competency development for educators and educational staff at Madrasah Aliyah Surakarta includes: (a) the implementation of planning with work meetings by formulating goals that are in line with the madrasah vision, mission, goals, and programs activity (b) organizing includes determining the madrasah digital literacy team's organizational structure, task distribution, and personnel. (c) the development of digital literacy competencies is implemented through informal programs and formal programs, such as workshops, training, seminars, and MGMP, which are designed to equip digital knowledge and skills, digital culture, digital ethics, and digital security. d) The Madrasah's head conducts internal evaluation and surveillance. Second, the supporting factors include assistance from the madrasah in the form of complete facilities, madrasah DIPA funds, and additional learning support in the form of scholarships that increase digital competence. Third, the nature of human resources (some educators are unaware of digital literacy, and participants are less enthusiastic about participating in development activities) hinders management development.

A qualitative analysis of radiography students' reflective essays regarding their experience of clinical placement during the COVID-19 pandemic

BackgroundThe COVID-19 pandemic significantly impacted healthcare services and clinical placement for healthcare students. There is a paucity of qualitative research into radiography students’ experiences of clinical placement during the pandemic. MethodStudents in stages three and four of a 4-year BSc Radiography degree in Ireland wrote reflective essays regarding their experience of clinical placement during the COVID-19 healthcare crisis. Permission was granted by 108 radiography students and recent graduates for their reflections to be analysed as part of this study. A thematic approach to data analysis was used, allowing themes to emerge from the reflective essays. Two researchers independently coded each reflective essay using the Braun and Clarke model. ResultsFour themes were highlighted; 1) Challenges associated with undertaking clinical placement during the pandemic, such as reduced patient throughput and PPE-related communication barriers; 2) Benefits of clinical placement during the pandemic, in terms of personal and professional development and completing degree requirements to graduate without delay; 3) Emotional impact and 4) Supporting students in clinical practice. Students recognised their resilience and felt proud of their contribution during this healthcare crisis but feared transmitting COVID-19 to family. Educational and emotional support provided by tutors, clinical staff and the university was deemed essential by students during this placement. ConclusionsDespite the pressure hospitals were under during the pandemic, students had positive clinical placement experiences and perceived these experiences to have contributed to their professional and personal growth. Implications for practiceThis study supports the argument for clinical placements to continue throughout healthcare crisis periods, albeit with additional learning and emotional support in place.Clinical placement experiences during the pandemic prompted a deep sense of pride amongst radiography students in their profession and contributed to the development of professional identity.

A WORKSHOP ON UTILIZING NEARPOD: SOLUTION FOR HYBRID HOME-BASED LEARNING IN THE NEW NORMAL

This article provides an overview of the workshop on "Utilizing Nearpod for Hybrid Home-Based Learning in the New Normal" organized by Bimbel YCI (Yayasan Cinta Indonesia) on 11 December 2021. The workshop was conducted online via Zoom and aimed to provide solutions for educators and administrators on utilizing Nearpod for hybrid home-based learning. It covers the background of the workshop, the method used, and the key takeaways for participants. The workshop began with an overview of the current situation of hybrid home-based learning in the new normal, followed by an introduction to the Nearpod platform and its features. Participants then learned how to create a Nearpod account and navigate the platform, create and manage classes, monitor student progress, provide feedback and engage students through interactive activities, as well as how to use Nearpod's built-in assessment tools. The workshop was concluded with a Q&amp;A session for further questions and clarification, and a summary of key points covered in the workshop was provided along with additional resources and support for continued learning.

Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading

Children learn words through recruiting cues from verbal and nonverbal input, yet research in early childhood classrooms has focused almost exclusively on linguistic input. Nonverbal input, such as gestures, supports word learning for young children, particularly those with less linguistic knowledge, through capturing children's attention and enhancing semantic input. The present study investigates Head Start teachers’ gesturing practices as a means for bolstering children's word-learning during shared book reading sessions. Teachers used an evidence-based curriculum supported by professional development. Using multimodal analysis of thirty-three videos of shared book reading, we coded five types of gestures: iconic, beat, representational, deictic, and behavioral. Our analyses controlled for children's nonverbal intelligence and linguistic input from the teacher and the text read aloud. Results from multi-level models indicate teachers gesture frequently, and that total gestures and meaning-focused gestures are related to children's end-of-year receptive vocabulary scores as measured by the PPVT. Teachers are providing additional support and scaffolding for word learning and meaning-making through nonverbal means above and beyond the provided linguistic input. Our results indicate a need to further utilize multimodal analysis to study the role of nonverbal supports during shared book reading to better support young word learners.

Educational achievements of children aged 10-11 years with cystic fibrosis. A data linkage study in Wales.

IntroductionAs people with cystic fibrosis (CF) lead longer, healthier lives, educational qualifications and employment prospects are increasingly important. However, little is known about the social consequences of CF, in particular, any impact on educational achievements and the support children with CF receive in schools.ObjectivesTo assess the educational achievements of children with CF in Wales compared to the general Welsh population, and the additional learning support children with CF receive in schools.MethodsWe conducted a population-scale data linkage study of all children born in Wales using the Secure Anonymised Information Linkage (SAIL) Databank. We used anonymised individual-level population-scale health and administrative data sources to identify children with CF born between 2000 – 2015, linked to educational attainment records. We calculated the percentage of children that reached expected levels in statutory assessment at age 10-11, Key Stage 2 (KS2), and compared this to educational outcomes in the general population. We also assessed the percentage of children with CF that received extra learning support.ResultsOut of 150 eligible children, 119 had KS2 results. 77% (95% CI: 69%-84%) of children achieved expected levels in English, 81% (95% CI: 73% -87%) in Mathematics and 82% (95% CI: 75% - 88%) in Science. In the comparable general Welsh population, 83.4% to 91.1% achieved the expected level in English, 84.9% to 91.6% in Maths, and 87.1% to 92.2% in Science across the years of the study. 70% of children with CF received extra learning support.ConclusionsChildren with CF in Wales may have worse educational achievements than the general population. More research is needed to inform policies and interventions to better support children with CF to reach their full educational potential and employment opportunities.

Fellows' Perspective of Educational Changes in Medical Sports Medicine During the COVID-19 Pandemic.

BackgroundAs a result of the coronavirus disease 2019 (COVID-19) pandemic, graduate medical education, along with most of daily life, was disrupted. The goal of this study was to explore the experiences of fellows in primary care/medical sports medicine (MSM) and view the changes made to training programs through their eyes.MethodologyA questionnaire was developed to collect qualitative and quantitative data regarding the fellow’s experiences in training from March to June 2020. Fellows on the American Medical Society for Sports Medicine list of current Sports Medicine Fellows in the United States and Canada were invited to participate. Of the 329 invited, 90 (27.4%) fellows returned questionnaires.ResultsMSM fellows highlighted positive adaptations as well as losses to their educational programs related to the pandemic. The biggest gain reported was additional learning time, and the greatest loss was to sports and event coverage. Most fellows reported attending collaborative sessions, and they noted an increase in didactics compared to pre-pandemic levels. The largest losses were noted in event coverage and training room exposures, with smaller declines in ultrasounds, procedures, and research experiences. They also described challenges, including changing clinical roles, managing social isolation and boredom, and balancing work and family responsibilities.ConclusionsFellows identified gains, losses, and challenges due to pandemic-related changes to their fellowship programs. Fellowship directors and educators in different fields can use this understanding of the fellows’ experiences to build on current resources, further develop collaborative efforts, create new educational opportunities, and provide additional support for fellow learning.

The Usefulness of Technology-based Interactive Methods in Teaching Mathematics and Statistics at the College Level

This study aims to investigate the advantages of implementing multimedia resources in the teaching and learning environment of mathematics and statistics. It examines the use of tablet PCs to create video learning resources. Such practices allow lecturers to provide additional learning support to students via the learning platform Moodle. This paper discusses the experiences of three lecturers in developing a technology-based, interactive teaching method to support student learning. The results found that “solved examples” in the video resources are useful in demonstrating topics about statistics. Furthermore, the paper encourages lecturers to learn from their experiences and develop learning resources to enable students to better engage in the learning process.

Digital self-contained module to assist a writing task on evaluating the financial, social, and environmental performance of a company: Teaching note

As a response to the rapid and ongoing advancement in digital technology, we have developed a digital self-contained module in a website format to help accounting students succeed in writing a report on a company’s financial, social, and environmental performance. This teaching note describes the task and the digital tool to be implemented as additional learning support for the students. The assignment is designed to assist students in demonstrating their competency in a real-world setting and to learn how to write a professional report. Combining e-learning and visualization techniques with traditional classroom teaching, the innovative web-based module is designed and developed to guide and educate students through the assignment. The findings from the survey provide support for the achievement of the learning outcomes, as perceived by students, and manifest their satisfaction with the digital module. The step-by-step approach in the writing process and the self-explaining tips and hints (e.g., on academic literacy) were the highest-rated features of the module. The efficacy results revealed that by completing the assignment itself, the students experienced how to apply a reasoned judgment regarding the financial, social, and environmental performance of a company.

Student challenges and learning strategies at Hong Kong EMI universities.

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

Anatomy Learning under COVID‐19 Measures: A Real World Educational Experiment

IntroductionThe best way to teach human gross anatomy to medical students has often been debated, although recent studies emphasize on the benefits of dissection‐based courses (DOI 10.1002/ase.1859). Prosection and model‐based courses, online and virtual reality approaches have been introduced over time, due to reduction in teaching time, and due to economic reasons with decreasing budget. In 2020, we were challenged by the pandemic of SARS‐CoV‐2 and corresponding COVID‐19 public health measures. We had to change and adapt several times anatomy teaching and learning over the two semesters for the cohort of 112 first/second year undergraduate medical students. With the experience of this student cohort with various anatomy learning approaches, we wanted to know what anatomy teaching method was best perceived by the students.Methods112 medical students were asked about their learning experience with various anatomy teaching approaches for 2020, including 1) dissection‐based learning, 2) prosections and models‐based demonstrations, 3) structured self‐directed learning using written instructions and corresponding anatomical material, 4) structured self‐directed learning using online instructions via Moodle and an online anatomy program (https://e‐learn.anatomy.uzh.ch/Anatomy/Anatomy.html; German version). All students agreed to participate in the study. The questionnaire was administered by https://www.surveymonkey.com and done anonymously. To date 66/112 (59%) students replied.ResultsThe majority of the students (92%) preferred the dissection course as their main anatomy learning method, 80% of students were happy with a demonstration course using prosections and anatomical models. Only a minority liked to have structured self‐directed learning with either anatomical specimens and models (42%) or with online material (36%). Rather few students preferred learning with an online course (18%) or through unstructured self‐directed learning using their own resources (12%). For the dissection course the students appreciated the 3 dimensional aspect (92%), the real size appearance of the structures (90%), the active explorative approach (81%), the topographical relationship of the structures (81%) and anatomical variability (72%). During complete lock‐down of the COVID‐19 measures when the students had to stay isolated at home for several weeks, the majority of students thought that the offered online structured self‐directed course was most adequate under those circumstances (55%), but would otherwise not be the preferred replacement of a dissection course (55%).ConclusionEvaluation of student experience with a variety of anatomy learning methods clearly indicate that a structured dissection‐based course with additional anatomical demonstration would be preferred by the majority of our students. Online material would be beneficial as additional learning support. However, the majority of students agreed that, under strict COVID‐19 stay‐at‐home measures, the structured self‐directed online course was the best way to learn anatomy. When going back to normal, we will offer the newly developed online material for guided self‐directed learning, in addition to the established dissection course.

Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study

ABSTRACT Since 2004, Aston University has been delivering work-based learning (WBL) engineering degrees to key UK Energy sector employers, such as National Grid. National measures for widening participation in HE, such as the Degree Apprenticeship Levy, have led to significant changes in learning background diversity of WBL cohorts, consequently increasing student requirement for additional learning-support in HE Institutions (HEIs). To address these challenges, an intervention strategy was formulated in collaboration with Aston University's Learning Development Centre. Our methodology gradually embedded a provision of tailored learning-support sessions/workshops in mathematics and effective communication skills within WBL curricula. Integrating this support has led to marked increases in student engagement,grade-attainment, and stakeholder satisfaction. This case study is pertinent to HE's current STEM sector focus on developing WBL programmes, where the flexible methodologies established here can serve as practical models for other HEIs in the delivery of ‘in-employment’ education, in response to the fast-changing workplace.

How Adolescent Students with Disabilities and /or Complex Needs Perceive the Notion of Resilience: A Study in Greece and England

Adolescents with behavioral and learning difficulties are at increased risk in relation to psychological and social well-being. This study aimed to investigate the views and experiences of adolescent students, diagnosed with a variety of complex needs such as behavioral, emotional and learning difficulties, to explore potential risk and protective factors that they perceive can enable or constrain resilience. Participants in the study were adolescents both from the UK (n=12) and Greece (n=14), all of whom were receiving additional learning and psychological support in their school settings. A qualitative research design employed the ‘draw and write’ technique in addition to face-to-face semi-structured interviews. Data analysis identified the protective and risk factors that adolescents associated with resilience. Two distinct categories of protective factors emerged from the data: a) personal (positive thoughts, nutrition and achievements) and b) socio-ecological factors (significant others, activities, pets, places). Risk factors were also divided into two categories: a) personal (negative thoughts and feelings and health problems) and b) socio-ecological factors (relational problems). Findings highlight the complex interplay between personal and socio-ecological factors in building resilience in adolescents who are at increased risk in relation to psychological and social well-being.

P146 California Youth Participatory Action Research Projects Illustrates the Need for Nutrition Staff Professional Development

<h3>Background</h3> Youth Participatory Action Research (YPAR) is an innovative approach to engage youth (ages 12-18) in projects that address issues in their community. When implemented as part of a Supplemental Nutrition Assistance Program-Education (SNAP-Ed) program, YPAR aims to empower youth to achieve policy, systems, and environmental (PSE) changes related to community health and nutrition. SNAP-Ed programming has traditionally focused on direct nutrition education, which may require substantially different professional skills than needed to implement YPAR projects. <h3>Objective</h3> This qualitative research project aimed to assess the impact of professional development and learning to support the shift from traditional nutrition education delivery to an approach that engages youth in creating PSE changes. <h3>Study Design, Setting, Participants</h3> Pre- and post-project interviews were conducted with 6 SNAP-Ed staff members who implemented or attempted to implement YPAR projects in 4 California counties during the 2018-2019 school year. Questions assessed the impact of current technical assistance, professional learning opportunities and needs, and suggestions for improving future support. <h3>Analysis</h3> Members of the research team each individually analyzed a subset of the interview responses and reported emerging themes. The team consolidated reports and identified key findings for 3 outcome measures related to 1) Staff capacities for YPAR work aimed at PSE changes; 2) key topics; and 3) key processes/structures for additional professional learning support. <h3>Results</h3> The following themes emerged related to the outcome measures: 1) the importance of comprehensive knowledge and skills related to youth engagement and positive relationship skills to build support for YPAR: 2) the need for information on the history of YPAR; training around PSE change work, evaluation and reporting; and curricula for younger youth; and 3) the need for regular support from supervisors. <h3>Conclusions</h3> Staff articulated the capacities they gained, key learning topics and support received, and additional professional development support needed to conduct a YPAR project. Key themes were identified that can help inform practitioners interested in conducting YPAR projects, especially under the SNAP-Ed framework. <h3>Funding</h3> Supplemental Nutrition Assistance Program - Education.

ICT Obstacles and Challenges Faced by English Language Learners During the Coronavirus Outbreak in Jordan

During the Coronavirus outbreak, the integration of Information and Communication Technology (ICT) has become a necessity, as ICT use in education is a systematic and structured process to improve the quality of education in Jordan. This study aimed at investigating the obstacles and challenges faced by English language students at Jadara University in Jordan while using e-learning programs during the school suspension. To achieve the aim of the study, this qualitative investigation has made use of convenience sample. Twelve students were chosen for a focused group interview where they were requested to answer questions concerning the constraining factors that they experienced while learning through ICT platforms. The findings show that students’ responses revealed three themes, namely, lack of effective training, lack of accessibility, and inconsistent teaching styles of instructors. Some of the recommendations suggested are that further research needs to be conducted into the speech acts used by Jordanians on different social networking platforms. Although barriers were significant, this paper recommended additional institutional support for online learning and increased technical and pedagogical training for students.