The purpose of this dissertation was to understand and compare the effect of training non-native English Speaking (NNES) learners (N = 480) in two distinct learning environments, (i) traditional face-to-face and (ii) online synchronous hybrid learning (SHL). In the traditional training mode, NNES learners (n = 360) were trained by NNES voice and accent (VANC) trainers in a physical, face-to-face setting. In the second, CAPT+SHL training mode, the NNES learners were trained by NNES VANC trainers with the help of a native-English computer-assisted pronunciation training (CAPT) tool in an online SHL environment. Factor analysis, higher-order factor analysis, hierarchical cluster analysis, and multidimensional scaling yielded a reliable scale, Eddie's Voice Test (EVT). Multiple regression yielded a predictive model between NNES pronunciation and their performance. In addition, the CAPT+SHL training mode produced higher scores on pronunciation and performance than the traditional training mode, suggesting a combination of NES and NNES VANC instructors are more effective in training NNES learners than NNES instructors by themselves. The case study (n = 3) on VANC trainers' perception of CAPT and SHL yielded three themes: (1) challenges with synchronous hybrid learning (sub-themes include physical challenges, social challenges, and cognitive challenges); (2) computer-assisted pronunciation training (CAPT) impact on non-native-English-speaking (NNES) learner pronunciation (sub-themes include self-paced pronunciation learning and pronunciation benchmarking; and (3). SHL as an equitable learning environment.

This study investigated a synchronous web-based course system (SWBCS) as a supplement todistance learning courses. Although challenges exist (such as the complex interface and potentialtechnological problems); these systems hold the potential to enhance the distance learning experiencethrough increased interaction, immediacy, social presence, group work, and collaboration. Using a rigorous blend of research methods, the study investigated the following questions: (1) what types of pedagogical strategies do instructors implement, (2) how do instructors utilize the tools, (3) which tools do instructors choose to use, (4) why do instructors use the tools and strategies that they choose, and (5) what perceptions do students and instructors have about using a SWBCS? A total of five unique cases were examined using surveys, interviews, focus groups, analysis of archival documents and extensive classroom observations. The classrooms observations were essential to answering the research questions; a comprehensive observation instrument was developed and validated during this research. Results show instructors implemented familiar strategies based on their teaching styles. The most successful strategies were: (1) mini lectures with interactive exercises, (2) structured group work and collaborative exercises, and (3) case study discussions. Each instructor used the tools in the synchronous system to solve a problem or address an issue, such as lack of immediacy or the need to guide the assimilation of information. Most instructors used a wide variety of the tools, including: (1) VOIP, (2) textual chat, (3) white board, (4) hand raising and emoticons, and (5) breakout rooms. Although some tried many tools, most chose to use tools based on training, experience, the teaching strategies selected and student needs. Both instructor and student perceptions were positive and all of the instructors planned to continue to use a SWBCS in the future. Overall, the SWBCS was found to supplement existing distance courses, allowing educators to build connections with and among students more efficiently and increase the potential for interaction in the online classroom. In addition, this research provided the initial framework for the development of a set of guidelines to support the planning and use of SWBCS in higher education instruction.

The work deals with the issues of webinar organizing and synchronous online learning in a virtual classroom. The thesis is divided into two parts, a theoretical and a practical part. The theoretical part particularly pays attention to ICT and e-learning in the area of adult education and to modern trends in online communication and cooperation. The practical part is focused on the area of synchronous live learning in a virtual classroom and it evaluates the supply situation and the use of webinars in the Czech republic. The practical part also presents author's survey among the teachers in Liberec region. Lastly, it provides the webinar case study and subsequently it discusses and evaluates its progress. The diploma thesis responds to innovation in ICT and contributes to current development and the use of webinars in adult education.

Purpose – The unexpected yet drastic influence of the COVID-19 pandemic resulted in a rapid transition of education to be conducted in digital environments. Replacing face-to-face classrooms with synchronous online learning requires a number of appropriate adjustments which were heavily restricted by the urgency of this global change taking place. With theobserved issues of student participation and involvement in online learning, the purpose ofthis research was to investigate the potential that digital collaborative tools have and if theycan improve the quality of online group discussions among students aged 12 to 16 years old. Method – This study employs a quantitative data collection approach and makes use of the Community of Inquiry framework. A close-ended questionnaire based on the Community of Inquiry survey tool was used to collect students’ impressions and attitudes after they hadparticipated in the experimental study. The experiment consisted of control and experimental groups that partook in online group discussions as part of a regularly scheduled lesson. Findings – Digital collaborative tools were found to change the way in which students experience online group discussions. The attained rates of the Community of Inquiry were overall higher among students in the experimental group. Our findings tested to be statistically significant together with the effect size falling between medium to large extent. This further supports the notion that digital collaborative tools bring in a positive difference into online group discussions and have a potential to increase the quality of online learning when implemented carefully and thoughtfully. Implications – This study emphasizes the importance of developing a clear strategy of how to implement suitable digital collaborative tools into online learning in the most optimal manner that would increase the quality of online learning. This paper can be considered as a startingpoint for future research that could construct further knowledge within the field and extend our findings by investigating other aspects that have an influence on and can have beneficial effects for younger students in online education.

Even before the spread of COVID-19 video conferencing software has seen a steady rise in use. Due to their convenient way of offering a way of seeing the other participants live while talking to them, it is quite easy to see why this kind of software became more and more used throughout the years. Now, during the pandemic, video conferencing software is more used than ever before, especially in learning environments. Nevertheless, studies show that student engagement is rather low with university students who take part in online learning. Throughout this paper, we venture into discovering the reasons behind this lack of engagement and how it can be improved from a User Experience Design standpoint. With findings resulted from several previous studies and identified student problems and needs from those papers we created a prototype to test which features and design elements affected student engagement.