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Learning with Online Activities: What Do Students Think About Their Experience?
Abstract
Learning through social interactions and critical thinking is becoming a fundamental teaching approach, especially for adult students. This approach promotes holistic and deeper understanding for the subject being learned. Online technologies are offering us new opportunities to create communities of inquiry that allow for more active learning that enhances students’ critical thinking. This article introduces an exploratory case in a Middle Eastern context that uses multiple online activities to supplement and strengthen the students’ face-to-face learning environment. This interpretive case discusses the students’ perceptions of their experience when using online activities. The case indicates that students improved their learning, are very positive about their first interaction with online activities and would like to see it as a standard practice to supplement their face-to-face learning.
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