a bichronous application of the lms, interactive content and web conferencing:inspecting the relationship with teachers’ burnout

The aim of the current study was to decipher the relationship that a bichronous use of the learning-management-system (lms), using the asynchronous features of the lms moodle with a focus on interactive content (h5p) and the synchronous modality in the form of the web-conferencing platform (bigbluebutton) has with the rate of teacher burnout. it was of an experimental pre-test/post-test control group design, and the triangulation technique was used for data-gathering. the participants consisted of four female and two male teachers of primary high school with a mean age of 32, randomly selected. the teachers were initially given a teacher burnout questionnaire (maslach, jackson, leiter, schaufeli, & schwab, 1986; maslach & leiter, 2017) and were interviewed in order to define their initial rate of burnout. subsequently, both experimental/control groups (3 groups each) went through a 12-week-long course during which both groups taught in a similar manner except for the fact that the experimental group teachers created and uploaded interactive lessons onto the lms and substituted one hour of their class time during which they used to teach the new lessons live using web conferencing, with students’ self-accessed use of the provided lessons. the other hour was carried out live weekly, similar to the control group, yet only for conducting speaking and guiding the students through exercising the language functions. the teachers were required to keep a diary throughout the course. afterward, the questionnaires and the interviews were repeated, and teachers’ diaries were analyzed. a triangulation of the data showed that this blend seemed to have a small positive relationship during the first six weeks, and from then on, a negative relationship with teachers’ burnout rates. this study can motivate students/teachers/policymakers in utilizing bichronous online learning in order to provide a more comfortable teaching environment for language education.

A Bichronous Application of the LMS, Interactive Content and Web Conferencing:Inspecting the Relationship with Teachers’ Burnout

The aim of the current study was to decipher the relationship that a bichronous use of the Learning-Management-System (LMS), using the asynchronous features of the LMS Moodle with a focus on interactive content (H5P) and the synchronous modality in the form of the web-conferencing platform (BigBlueButton) has with the rate of teacher burnout. It was of an experimental pre-test/post-test control group design, and the triangulation technique was used for data-gathering. The participants consisted of four female and two male teachers of primary high school with a mean age of 32, randomly selected. The teachers were initially given a teacher burnout questionnaire (Maslach, Jackson, Leiter, Schaufeli, & Schwab, 1986; Maslach & Leiter, 2017) and were interviewed in order to define their initial rate of burnout. Subsequently, both experimental/control groups (3 groups each) went through a 12-week-long course during which both groups taught in a similar manner except for the fact that the experimental group teachers created and uploaded interactive lessons onto the LMS and substituted one hour of their class time during which they used to teach the new lessons live using web conferencing, with students’ self-accessed use of the provided lessons. The other hour was carried out live weekly, similar to the control group, yet only for conducting speaking and guiding the students through exercising the language functions. The teachers were required to keep a diary throughout the course. Afterward, the questionnaires and the interviews were repeated, and teachers’ diaries were analyzed. A triangulation of the data showed that this blend seemed to have a small positive relationship during the first six weeks, and from then on, a negative relationship with teachers’ burnout rates. This study can motivate students/teachers/policymakers in utilizing bichronous online learning in order to provide a more comfortable teaching environment for language education.