Frustration in Virtual Learning Environments

Frustration in Virtual Learning Environments

Mar Gutiérrez-Colon Plana (Universitat Rovira i Virgili, Spain)
DOI: 10.4018/978-1-59904-994-6.ch025
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Many language teachers, students, and institutions of virtual learning environments are well acquainted with the feelings of loneliness and frustration that many students experience due to the fact that many virtual language courses base their methodology on simply uploading the material into the virtual classroom. Teachers should be aware of the learning process itself; that is, they shouldn’t talk only about new learning technologies for second language acquisition but also of new methodologies. In this chapter, we present some methodological actions that should be avoided in the virtual language classroom and try to suggest ways to improve teachers’ online practices. In order to collect data from some students enrolled in English language subjects in their degree course (English Philology and Mechanical Engineering at University Rovira i Virgili, Tarragona, Spain), a questionnaire was created. This chapter is part of the project PID08-PROFID, which receives financial support from the Institut de Ciències de l’Educació (URV).
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As is well known, e-learning or online instruction can be defined as learning using a computer that is connected to a network. According to students’ opinions, online instruction can be a very exciting experience or an incredible nightmare. It all depends on the methodological aspects of the course. This study concentrates on a particular sort of e-learning enabled by free Internet technology: the Open Source software package Moodle. It tries to identify and define some bad practices found in some virtual language courses that may be the cause of considerable frustration and stress to second-language students. To do so, this chapter has been organized into three main parts:

  • 1.

    The first part introduces the topic and then briefly defines and describes what some authors believe to be the characteristics of a good virtual course.

  • 2.

    The second part is divided into two sections.

    • 2.1.

      The first section describes the problems that students may find in a virtual language course.

    • 2.2.

      In the second section, a questionnaire is presented. This questionnaire was answered by two groups of university students who were enrolled in two different English Language subjects at University Rovira i Virgili, Tarragona. The purpose of this questionnaire was for the students to reflect on what they considered to be bad practices in their virtual language courses.

  • 3.

    Finally, a section with the conclusion.



Moodle was designed on the basis of various pedagogical principles (“social constructionist pedagogy”) to help educators create effective online learning communities (; it is a course management system, or learning management system, designed to help teachers create online courses. This new type of learning management has allowed many universities to implement e-learning in their PhD and master’s degree courses. It has also fostered lifelong learning for those students who, for personal reasons, are not able to study for a degree at a university. Many studies of these students (see show that their main reason for not being able to study for a degree is lack of time. The use of e-learning in university (and other) environments provides students with a 24-hour learning system, seven days a week.

Nowadays, the number of distance courses is growing, and consequently, distance education is being discussed at various educational levels (see the enormous number of discussion lists on e-learning on the Internet). Most of these debates coincide with the idea that distance education, generally speaking, seems to improve our learning experience. In the specific field of language acquisition, the virtual learning experience has broadened in many different ways, and has opened new fields of experimentation, research, and study. Nevertheless, as teachers and users of these technologies, we must accept that it is still in the first stages of development, implementation, and above all, use, so it still has great potential for transforming the teaching and learning methodology that we know nowadays. Nevertheless, because it is still in its early stages, it also has many negative points.

In his article Bases pedagógicas del e-learning, Cabero (2006) summarizes in Table 1 the main advantages and disadvantages of e-learning.

Key Terms in this Chapter

Learning Object: Any entity, digital or nondigital, that may be used for learning, education, or training.

E-Learning: Can be defined in many ways. In its simplest form, it is individual or group use of electronic media that provide access to online learning tools and resources. These dynamic media offer shared community spaces, support digital communication and collaboration, and link to information sources such as streamed video, podcasts, Webcasts, digital libraries, Web pages, and videoconferencing.

Moodle: A course management system (CMS); a free Open Source software package designed using sound pedagogical principles to help educators create effective online learning communities.

Link: A logical connection between discrete units of data, or a hypertext connection between Web pages.

Blended Learning: The combination of multiple approaches to learning. Blended learning can be accomplished through the use of “blended” virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction. In the strictest sense, blended learning is anytime an instructor combines two methods of delivery of instruction.

Discussion List: A type of electronic mailing list. On a discussion list, a subscriber uses the mailing list to send messages to all the other subscribers, who may answer in a similar fashion. Thus, actual discussion and information exchanges can happen. Mailing lists of this type are usually topic-oriented (e.g., politics, scientific discussion, joke contests), and the topic can range from extremely narrow to “whatever you think might interest us.”

Virtual Learning Environment (VLE): A software system designed to facilitate teachers in the management of educational courses for their students, especially by helping teachers and learners with course administration.

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Table of Contents
Norbert Pachler
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Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Chapter 1
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The research we report is a pilot study carried to test English as a Foreign Language (EFL) students’ reception of an electronic foreign language... Sample PDF
Understanding E-Skills in the FLT Context
Chapter 2
Antônio Carlos Soares Martins, Junia de Carvalho Fidelis Braga
The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The... Sample PDF
The Emergence of Social Presence in Learning Communities
Chapter 3
CALL as Action  (pages 39-52)
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The objective of this chapter is to offer a new approach for research in Computer-Assisted Language Learning (CALL). It starts with the assumption... Sample PDF
CALL as Action
Chapter 4
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This pedagogical and methodological chapter aims at contributing to increasing Web teachers’ awareness of the different ways teachers and students... Sample PDF
Investigating Interaction in an EFL Online Environment
Chapter 5
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This chapter discusses the concept of integrated CALL by drawing upon data collected for a PhD research project that investigated the impact of... Sample PDF
Interactive Whiteboards and the Normalization of CALL
Chapter 6
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Chapter 7
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This chapter provides an overview of the field of digital objects and repositories. It introduces the concepts of digital objects and repositories... Sample PDF
Learning Objects: Projects, Potentials, and Pitfalls
Chapter 8
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This chapter presents the experience of production and use of learning objects (LOs) for English-language learning at the Pontificia Universidade... Sample PDF
English-Language Teaching with Learning Objects at PUCPR
Chapter 9
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The purpose of this chapter is to investigate the present use of e-gaming in language acquisition along with its potential and challenges. We review... Sample PDF
Amusing Minds for Joyful Learning through E-Gaming
Chapter 10
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A Non-Language Learning Courseware and its Challenges
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The increasing importance of e-learning has been a boosting element for the emergence of Internet-based educational tools. As we move into the... Sample PDF
A Pliant-Based Software Tool for Courseware Development
Chapter 12
Aysegül Daloglu, Meltem Baturay, Soner Yildirim
This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based... Sample PDF
Designing a Constructivist Vocabulary Learning Material
Chapter 13
Yasunori Nishina
This chapter suggests an effective method for lexical studies using Moodle within the framework of data-driven learning based on parallel... Sample PDF
A Lexical Study Based on Corpora, DDL, and Moodle
Chapter 14
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EFL through the Digital Glass of Corpus Linguistics
Chapter 15
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This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with... Sample PDF
Electronic Strategies to Improve Chinese Reading Skills
Chapter 16
Margaret Murphy, Cristina Poyatos Matas
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Politeness in Intercultural E-Mail Communication
Chapter 17
Neny Isharyanti
Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively... Sample PDF
Interactional Modifications in Internet Chatting
Chapter 18
Sedat Akayoglu, Arif Altun
This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using... Sample PDF
The Functions of Negotiation of Meaning in Text-Based CMC
Chapter 19
Esrom Adriano Irala, Patrica Lupion Torres
This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this... Sample PDF
The Use of the CMC Tool AMANDA in the Teaching of English
Chapter 20
Christine Rosalia, Lorena Llosa
This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one... Sample PDF
Assessing the Quality of Online Peer Feedback in L2 Writing
Chapter 21
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The Impact of Academic Podcasting on Students' Learning Outcomes
Chapter 22
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Listening Comprehension of Languages with Mobile Devices
Chapter 23
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Computers and Independent Study: Student Perspectives
Chapter 24
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Creating Supportive Environments for CALL Teacher Autonomy
Chapter 25
Mar Gutiérrez-Colon Plana
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Frustration in Virtual Learning Environments
Chapter 26
Sarah Guth, Corrado Petrucco
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Social Software and Language Acquisition
Chapter 27
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The Usefulness of Second Life for Language Learning
Chapter 28
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Project-Based Instruction for ESP in Higher Education
Chapter 29
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WebCT Design and Users' Perceptions in English for Agriculture
Chapter 30
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The LAFEC Experience for Language Skills Acquisition
Chapter 31
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Language Teaching in Live Online Environments
Chapter 32
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Adapting to Virtual Third-Space Language Learning Futures
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