AN EXPLORATORY STUDY OF STUDENTS EVALUATIONS OF THE QUALITY OF SELF-PACED ONLINE TESOL COURSES IN MOROCCO: INSIGHTS AND IMPLICATIONS
DOI:
https://doi.org/10.46827/ejlll.v6i3.414Keywords:
TESOL, evaluation, perspectives, quality, trainees, self-paced learning, online adult learning, teacher educationAbstract
The evaluation of the quality of self-paced online TESOL courses is critical for students to determine whether the course is effective and meets their learning needs. The global COVID-19 crisis necessitated the adoption of an urgent learning intervention represented in online education in general and online self-paced learning in particular. The study aimed to examine students' perceptions of the TESOL online course design, delivery, content, and assessment, and the use of technology in enhancing their learning experience. The research used questionnaires and interviews to understand the participants' perceptions towards this modality of education. Overall, students' evaluation of the quality of online self-paced courses revealed that participants generally had positive opinions about this mode of learning. However, some students expressed concerns, especially about the lack of interaction with instructors and peers, the delay in feedback and the need for self-discipline to stay on track. The study highlights the importance of considering the learners' perspectives when designing and delivering online TESOL courses and highlights the need to boost the interactive elements of the course and the quality of the supporting materials.
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