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AKTYWNOŚCI STYMULUJĄCE REFLEKSJĘ W NAUCZANIU JĘZYKA PISANEGO W WIRTUALNEJ KLASIE

100%
Mokwa-Tarnowska I.
Neofilolog
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2014
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issue 42/2
201-214
EN
The paper aims to show how to engage students attending an online language course in various activities which by stimulating reflection enhance the learning process and result in better learning outcomes. By blending cognitivist, constructivist, constructionist and behavioural ideas, course developers and tutors can produce materials and use methods which satisfy the varied needs of adults who want to improve their writing skills. Such a blend leads to a unique design, which can be achieved by tools available in a virtual learning environment. Course participants will be more adequately prepared for writing genuine texts in the future through use of such activities as working with authentic resources integrated with different tasks and assignments to stimulate reflection; studying under the supervision and guidance of the tutor; participating in collaborative projects to promote learner autonomy; developing new knowledge through meaning-making discussions; doing peer review as well as summative, formative assessment, and self-assessment. Experience of these ways of working will help the participants to eventually become self-regulated, lifelong learners.
2

Learning design of a blended course in technical writing

100%
Mokwa-Tarnowska I.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2013
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issue 10
183-210
EN
Blending face-to-face classes with e-learning components can lead to a very successful outcome if the blend of approaches, methods, content, space, time, media and activities is carefully structured and approached from both the student’s and the tutor’s perspective. In order to blend synchronous and asynchronous e-learning activities with traditional ones, educators should make them inter-dependent and develop them according to instructional design. The writing component of a language course must aim at linguistic accuracy as well as simulated and authentic communication. All linguistic, communicative, general educational aims and single, measurable objectives should be clearly and precisely stated. The content of a course in Technical Writing should depend on students’ needs and must be related to their study fields. If the learning environment is well organised, supportive and responsive, it provides good conditions and plenty of opportunities for personal growth and development of language skills.
FR
L’introduction des éléments de la formation en ligne dans la classe face-à-face peut produire des résultats fructueux si on combine les approches, les méthodes, les contenus, l’espace, le temps, les médias et les activités d’une manière bien structurée qui prend en compte les perspectives respectives de l’apprenant et du professeur. Pour relier les activités de formation en ligne, synchrones et asynchrones, avec les activités traditionnelles, les enseignants devraient les rendre interdépendantes et les développer selon un projet d’enseignement. La partie du cours de langue consacrée à l’expression écrite doit viser à développer la correction linguistique autant qu’à simuler une communication authentique. Tous les objectifs : linguistiques, communicatifs, éducationnels généraux et particuliers mesurables, devraient être communiqués avec clarté et précision. Le contenu d’un cours en écriture technique doit dépendre des besoins des apprenants et doit correspondre à leurs domaines d’études. Si l’environnement d’apprentissage est bien organisé, que l’atmosphère y soit ouverte et de soutien, il peut garantir des bonnes conditions et beaucoup de possibilités d’épanouissement personnel et de développement des compétences linguistiques.
3
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Struktury wsparcia a efektywność kształcenia w środowisku e-learningowym

100%
Mokwa-Tarnowska I.
e-mentor
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2014
|
issue 2 (54)
34-39
EN
For e-learning courses to be effective, their designers and tutors should introduce a wide variety of support structures into every stage of learning design, taking into account the affordances of the course management system and the tools they are going to use. Support should come from the four elements of the educational process, that is, the tutor, course participants, technology and resources/activities. A cohort-based course run in a learner-centred constructivist e-learning environment helps students acquire different skills, analytical, critical-thinking, reflective and interactive, and become active participants in the educational process, who develop knowledge by constructing new meanings during co-operative and collaborative tasks. Various flexible support structures should guide, encourage, motivate, and keep students engaged in learning. Constant monitoring, quick identification of problem areas, fast remedial action and positive feedback result in the enhancement of the learning process, and in an increase in student confidence, motivation and satisfaction. Without strong support, online courses prove not to be very effective for the majority of participants, who are unable to self-direct their learning.
4
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Umiędzynarodowienie podejścia nastawionego na kształtowanie kompetencji w edukacji w świecie cyfrowym – opinie ekspertów

39%
Smyrnova-Trybulska E., Kommers P., Morze N., Sekret I., Pavlova T., Mokwa-Tarnowska I.
International Journal of Research in E-learning IJREL
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2018
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vol. 4
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issue 1
29-43
EN
The article focuses on the internationalisation of education and competences approach in the digital world as viewed by experts from different countries: the Netherlands, Poland, Turkey, Russia, and Ukraine. The article aims to provide opinions, views, and reflections on important topics addressed by the IRNet project and DLCC2017 Conference participants.
PL
Autorzy artykułu koncentrują się na umiędzynarodowieniu edukacji oraz podejściu opartym na kształtowaniu kompetencji w edukacji w świecie cyfrowym. Omówione zostają różne spojrzenia na problem zaprezentowany przez ekspertów z Holandii, Polski, Turcji, Rosji oraz Ukrainy. Celem artykułu jest przedstawienie poglądów, opinii oraz refleksji na ważne tematy, do których odnieśli sięuczestnicy projektu IRNet oraz konferencji DLCC 2017.
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