Investigating students’ attendance in face-to-face, online, and blended teaching of the Japanese language
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Abstract
This study aims to compare which mode of teaching delivery has the highest attendance rate among face-to-face, Emergency Remote Teaching, hybrid, and online-only courses using two different British universities between 2017 and 2022 for a five-year duration. Two types of investigations were undertaken for both universities, but not necessarily simultaneously every year. The data collection comprised two components, attendance register and students’ Module Evaluation Questionnaire comments. Mixed methods were used. The total participants of this study were 316 students who studied the Japanese language, the majority of whom were between 18 and 21 years old. Their results show that the order of high attendance rate was Emergency Remote Teaching, followed by face-to-face teaching , online teaching, and hybrid teaching .
Keywords: Asynchronous online teaching; attendance; emergency remote teaching; higher education; language learning; synchronous online teaching.
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