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To Be a (Blended) B-Teacher in the 21st Century – Some Reflections

100%
dos Reis A.
International Journal of Research in E-learning IJREL
|
2015
|
vol. 1
|
issue 1
11-24
EN
Being a teacher in the 21st century is a great challenge and requires great thought. A big evolution has happened over the last 70 years. From a room computer (the Mark I in 1943) to tiny pocket computers, thousands of times smaller and thousands of times bigger in performance and capacity. E-learning 3.0 is based on synchronous interactivity and it was only possible after 2004 due to a considerable increase of Internet bandwidth available, evolution in video compression, stream video, and sophistication of virtual classroom platforms. This was another revolution. As a result, e-learning has evolved to a new form: b-learning – where students will never be alone and interactivity becomes very important. B-learning has a different format now: from now on it is asynchronous (content on demand and activities to be implemented in an interactive format with remote collaborative work) and synchronous in presence or virtual environment. Teachers need to evolve from teacher to (blended) b-teacher or b-tutor, offering a mixed teaching expertise.
2

LE B-LEARNING COMME UNE MODALITÉ D’APPRENTISSAGE COMPLÉMENTAIRE DANS L’ATELIER DE CRÉATIVITÉ

99%
Blachowska-Szmigiel M., Pacholczyk S.
Neofilolog
|
2015
|
issue 44/1
39-50
EN
The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the ex-planation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obsta-cles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.
FR
The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the explanation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obstacles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.
3
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Four b-learning models in children's speech-language therapy

86%
Jatkowska J.
e-mentor
|
2019
|
issue 5 (82)
18-26
EN
B-learning is a new tool in children’s speech-language pathology, one which has not previously been tested empirically by Polish scholars. Polish speech-language pathology has used information and communication technologies for diagnostic and therapeutic purposes for more than 30 years. Originally, speech-language pathologists in Poland used computer software translated from other languages, but in the 1990s, they began to develop their own programs to accommodate the specificity of the Polish language. The advent of the Internet brought with it speech-language therapy e-learning platforms. The author of this paper created a remote speech-language therapy course concept in 2009, which was used to create the first Polish e-learning platform for children with speech impediments, available at www.elogo.edu.pl. Developed in 2010, it was part of the EU project: “Stworzenie internetowego serwisu E-Logo-Edukacja, opartego na innowacyjnych e-usługach: e-logopedia i e-statystyka” (“Development of the E-Logo-Edukacja online service based on innovative e-services: e-speech therapy and e-statistics”). The platform has been used in the speech-language therapy of children with speech impediments in order to verify if new technologies can help improve articulation. The creator of the concept named it b-learning, and it incorporates online exercises into traditional speech-language therapy. A study conducted between 2011 and 2014 on two 35-person groups (an experimental group and a control group) proved that b-learning can be effective when applied in children’s speech-language therapy. This paper demonstrates the effectiveness of four b-learning models. The results obtained proved that the most effective b-learning model involved the concurrent use of traditional speech-language therapy and the e-learning platform.
4
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Kształcenie zdalne – nieuprawniony entuzjazm czy pierwszy milowy krok?

81%
Przybyła M.
Rocznik Pedagogiczny
|
2021
|
vol. 44
203-225
EN
Nowadays it is difficult to talk about the real and virtual world in the context of contemporary students. Perhaps even talking about „on-line” vs „off-line” is a thing of the past, since some of us are always online. Remote learning changes the approach to school and extracurricular education and affects all levels of education. An important aspect of considerations on school and academic e-learning is so called the bottom-up push, i.e. the involvement of enthusiasts discovering the secrets of e-learning platforms in front of their pupils and the willingness of these pupils and students. Observing the changes implemented in the education system over the last decades, we can honestly state, that these were rather sham movements, unable to change the class-lesson system and its elements burdening us as the subjects of the education process. What happened, then? What powers have changed school and academic education, so that we have found ourselves in the digital world? Have we started using mobile solutions? Can we conduct online classes? Is this a necessary evil or an opportunity for tomorrow (for universities/schools, students/pupils, lecturers/teachers and for modern, constantly learning societies)? Distance learning contributes to creating new spaces for educational interactions. It enables both mass and individual education in synchronous and asynchronous modes.
5
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Does the School Last Immutably or Unchanged? Egalitarianism and Elitism in the Approach to Education in the Era of Globalisation, Technopolisation, Instant Culture

75%
Przybyła M.
Studia Edukacyjne
|
2018
|
issue 51
165-182
PL
Globalisation and new media have completely changed the living environment of modern humanity. Technologies have entered almost all spheres of human existence. Education also could not (should not) remain unchanged. The presence of electronic media in the educational process forces a thinking pedagogue to ask questions, including the following: Who are the digital natives and the digital immigrants? Is the contemporary school on the verge of a chance that it has not had so far? Is this an opportunity to enrich and develop human cognitive function, using the available technical means, by deliberately influencing the course of a number of human life processes, including our development?
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