The Impact of Online Learning on Learning Practice

Over the past 20 years, ever-increasing technological developments have emerged, especially in the area of ​​“Information and Communication Technology (ICT), and as a result, information and communication technologies have become a part of everyday life” (Sahin, 2014). In addition, new learning and teaching opportunities, known as online learning, have emerged for both students and teachers in the learning process through the combination of the computer and the Internet through the advancement of information and communication technologies (Jabeen & Thomas, 2015).

Therefore, as in many other fields, online learning has inevitably brought about profound changes, eliminating the usual models and practices of learning in the field of learning and teaching foreign languages. In the process of language learning, foreign language learners and teachers https://kitabnagri.pk/peer-e-kamil-novel-umaira-ahmad/ get more effective.

The proliferation of computers, together with the use of the Internet in language learning environments, paved the way for the development of computer programs for language learning purposes (e.g. online English courses), which is also known as computer language learning (CALL) (Blake, 2011; Guan, 2014). The use of computers and the Internet has led to the emergence of various terms in the field of language learning, such as e-learning, CALL, distance learning, online language teaching or online learning https://kitabnagri.pk/aab-e-hayat-novel-by-umera-ahmed-pdf/ .

Despite the different terms used to refer to the use of computers, websites and the Internet to assist learners in their language learning process, online learning is one of the most commonly used terms, covering all aspects of language learning technologies. Today, the widespread popularity and availability of smartphones has also allowed learners to take advantage of such a learning environment outside of the classroom, leading to a new terminology called mobile learning (Godwin-Jones, 2017).

Language learners have benefited from online learning with the advent of WEB 1.0 technology, which was the first step towards improving computer and Internet learning activities. WEB1.0 was originally used as a platform where one-way communication was carried out without user interaction. Using web design with extensive use of visual aids, where the content was fixed and unchanged for a certain period of time, if it was not necessary, learners in WEB 1.0 passively studied the content (Asiksoy, 2018).

However, the emergence of WEB 2.0 technology has allowed users to create content based on their learning experiences in order to change their role from passive content absorbers to active ones (McCarroll & Curran, 2013). WEB technologies 2. 0 have provided users or learners in education with the ability to generate content through platforms such as blogs, WİKİ and forums (Tiryakioglu & Erzurum, 2011), but social media platforms such as Facebook, Instagram and Twitter have recently been added. new dimensions of the pace of language learning, when users have the ability to create, share content, interacting with each other, which makes such platforms effective for educational purposes (Manca & Ranieri, 2016).

As Luo (2013) argues, because of the interactive nature of WEB 2.0 tools and their sharing, Internet language learning activities provide a significant connection between the two. but social media platforms such as Facebook, Instagram and Twitter have been added recently. new dimensions of the pace of language learning, when users have the ability to create, share content, interacting with each other, which makes such platforms effective for educational purposes (Manca & Ranieri, 2016). As Luo (2013) argues, because of the interactive nature of WEB 2.0 tools and their sharing, Internet language learning activities provide a significant connection between the two.