Search results

1

Przygotowanie materiałów do e-learningu w Bibliotece Głównej Uniwersytetu Pedagogicznego w Krakowie

100%

Folga A., Janas M., Kołakowska J., Sobol A.

Biblioteka i Edukacja

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2012

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issue 1

PL

W artykule zaprezentowano sposób przygotowania materiałów dydaktycznych do lekcji bibliotecznych, które zostaną wykorzystane podczas wdrażania formy łączącej szkolenie tradycyjne ze szkoleniem e-learningowym tzw. blended learningu w Bibliotece Głównej Uniwersytetu Pedagogicznego w Krakowie. Omówiono zawartość pokazu utworzonego w programie Power Point, jak również tekstu dotyczącego wyszukiwania i zamawiania książek z katalogu elektronicznego oraz pytań testowych dla studentów rozpoczynających naukę na Uniwersytecie.

EN

The article presents the preparation of teaching materials for a library lesson to be used in the implementation of blended learning in the Main Library of the Pedagogical University in Kraków. Blended learning is a combination of traditional forms of training with e-learning. The content of the prepared PowerPoint presentation is discussed, as well as the text related to searching and ordering books from the electronic catalogue, and the test questions for students who begin their education at the University.

2

READING EFFICIENCY IN BLENDED LEARNING CONTEXT

89%

Szymańska A., Kaczmarek A. W.

Teaching English with Technology

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2011

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vol. 11

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issue 2

29-42

EN

This article describes the experiment investigating the issue of reading efficiency in blended learning context. The study aimed to find out whether reading efficiency is higher when reading from a printed material or from a computer screen and if the effectiveness of reading depends on the attitude towards a text presentation format. The research aimed to inform the teachers that the blended component introduced into the learning English not only does not impede the learning process but improves it by influencing the attitude. The effectiveness of reading was measured in the terms of recall and comprehension of the texts presented in two different modes. The findings show that there is no significant difference as far as recall results are concerned when two delivery modes are applied though the experiment participants obtain higher comprehension results while they deal with electronic texts. The attitude study showed that the participants seemingly born as digital natives prefer reading from a printed material to reading from a computer screen.

3

BLENDED LEARNING AND ITS POTENTIAL IN EXPANDING VOCABULARY KNOWLEDGE: A CASE STUDY

89%

Pazio M.

Teaching English with Technology

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2010

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vol. 10

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issue 1

3-30

EN

This case study investigates the effectiveness of the application of the blended approach to teaching a foreign language. The approach can be defined as a combination of a face-to-face classroom component with online instruction (Graham 2003). In the present study the element that was blended within the face-to-face component was asynchronous computer mediated communication in the form of e-mail exchanges between a native speaker of English and a Polish learner of English. The effectiveness of the approach was measured in terms of expanding vocabulary knowledge. The findings revealed that e-mail correspondence treated as an integral part of a language course helped the student to expand her vocabulary, eliminate the majority of spelling mistakes and influenced the complexity of her writing.

4

Cywilno-wojskowe kształcenie międzykulturowe w formie blended learningu

89%

Gawlik-Kobylińska M., Trochowska K., Maciejewski P.

e-mentor

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2016

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issue 3 (65)

24-34

EN

home page » E-mentor nr 3 (65) / 2016 » e-learning in Poland » Civil-military intercultural education and training in the form of blended learning AAA Civil-military intercultural education and training in the form of blended learning Małgorzata Gawlik-Kobylińska, Kamila Trochowska, Paweł Maciejewski The article presents a case study on the implementation of blended learning in cross-cultural education and training. With a special highlight to the importance of intercultural education, the authors state that the key conditions for the effective use of this form of teaching are well-prepared virtual didactic materials, such as teaching modules, and an appropriate combination of resources and tools for synchronous and asynchronous communication. Open source tools allow teachers to create engaging and attractive activities. Moreover, they can be used in learning progress control. Regarding the stage of virtual materials design, a crucial role play careful analysis and composition of the course content. The presented instructional solutions reveal the effects of over a three-year authors' co-operation in creating learning resources for the purpose of cross-cultural training led at the National Defense University in Warsaw. The basis for implementation of all activities were solutions and guidelines recommended by Advanced Distributed Learning Initiative, an institution which is more recognized in military than civilian environments. Final conclusions include reflections on the praxeological approach to the issue of the use of blended learning in civil-military contexts.

5

A BLENDED LEARNING MODEL FOR TEACHING READING ENGLISH AS A FOREIGN LANGUAGE

89%

Karkour I.

Teaching English with Technology

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2014

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vol. 14

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issue 4

17-32

EN

The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.

6

Blended Learning in Audio Description Training

75%

Jankowska A.

Między Oryginałem a Przekładem

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2017

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vol. 38

101-124

EN

This article is a practice report that discusses the course in audio description that was taught by the author of the articles in 2016/2017 at the Chair for Translation Studies and Intercultural Communication at the Jagiellonian University in Krakow by means of blended learning.

7

Jakość kształcenia a zastosowanie e-learningu w szkole wyższej – pilotażowe badania ewaluacyjne

75%

MORAŃSKA D.

Edukacja-Technika-Informatyka

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2014

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vol. 5

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issue 2

284-289

PL

W artykule omówiono oczekiwania wobec struktur e-kursów stanowiących konstruktywistyczne środowisko uczenia się współczesnego studenta wynikające z badań prowadzonych wśród studentów Wyższej Szkoły Biznesu w Dąbrowie Górniczej.

EN

The article discusses the expectations of the structures of e-courses, which are constructivist learning environment of the modern student, arising from research conducted among the students of the Academy of Business in Dąbrowa Górnicza.

8

Realizacja idei blended learning w szkoleniu operatorów maszyn przemysłowych

75%

KOSICKA E.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 3

293-297

PL

W artykule przedstawiono charakterystykę metod tradycyjnego nauczania z wykorzystaniem e-learningu oraz blended learningu. Zaprezentowano ideę pigułek wiedzy oraz zaprezentowano przykład autorskiej aplikacji bazującej na pigułkach wiedzy przeznaczonych dla operatorów etykieciarki.

EN

This article presents characteristic of learning methods (traditionaly, with e-learning and blended learning). The idea of knowledge pills and an example of an original application based on knowledge pills dedicated to labeler operators were presented.

9

THE E-LEARNING COMPONENT OF A BLENDED LEARNING COURSE

71%

Olejarczuk E.

Teaching English with Technology

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2014

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vol. 14

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issue 3

58-68

EN

Using new technologies in the academic field has become more and more visible in Poland in the recent years. In the past, digital learning resources were used as supplementary materials helping to support face-to-face instruction. Nowadays, we have the opportunity not only to apply ‘traditional’ methods but also to use more sophisticated approaches such as e-learning and blended learning (BL) to provide more effective and flexible ways of delivering knowledge to students. E-learning can become a very effective part of ‘blended learning’ where a part of the course content is delivered online. This article provides a brief overview of the basic issues that need to be taken into consideration while designing a blended learning course. More precisely, it focuses on the e-learning aspect of blended learning. It also aims at providing the reader with adopted solutions and encountered problems in the process of BL course design.

10

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

71%

Webb B., Vallero A.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.

11

Doświadczenia w nauczaniu na odległość na Wydziale Zarządzania Politechniki Częstochowskiej

71%

Dudek D.

Informatyka Ekonomiczna

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2018

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issue 3(49)

50-64

PL

Przedmiotem artykułu jest problematyka funkcjonowania i rozwoju zdalnego nauczania na Wydziale Zarządzania Politechniki Częstochowskiej w latach 2011-2018. Przedstawiono dotychczasowe doświadczenia we wspomaganiu tradycyjnych form nauczania. Szczegółowo omówiono proces transformacji zdalnego nauczania realizowanego na Politechnice Częstochowskiej. Omówiono procedurę przygotowania i prowadzenia kursów e-learningowych, koncentrując się na elementach niezbędnych przy tworzeniu i implementacji materiałów dydaktycznych. W analizowanym okresie zaprezentowano dynamikę zmian i wzrost zainteresowania tą formą nauczania. Scharakteryzowano czynniki wpływające na jakość zdalnego systemu nauczania. Ponadto zwrócono uwagę na zwiększenie znaczenia e-learningu w kontekście rozwoju otwartych zasobów edukacyjnych. Na zakończenie opisano wyzwania oraz możliwości dalszego rozwoju e-learningu na uczelni

12

USE OF FACEBOOK GROUP AS BLENDED LEARNING AND LEARNING MANAGEMENT SYSTEM IN WRITING

71%

Tananuraksakul N.

Teaching English with Technology

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2014

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vol. 14

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issue 3

3-15

EN

In this paper, I will report qualitative research findings on how undergraduate students at a small-sized university in Thailand perceive Facebook group usage in a writing class. The findings suggest that the Facebook group can be used as blended learning (a hybrid instructional model) and learning management system (posting announcements and comments relevant to the class and their writing assignments) for the students to learn with, not to learn from, as facilitated by the instructor. The reasons were that they positively viewed the Facebook group usage as a practical, trendy and beneficial teaching tool, which helped to motivate them to learn English virtually and enhance their positive attitudes towards learning the language. When they encounter virtual communication apprehension, the Facebook group usage appeared to be a booster neutralizing their positive attitudes towards virtual interactions. Such positive results may derive from the fact that the students grew up as digital natives and the Millennial Generation using Facebook, the prominent social network site, as parts of their daily life. Teachers of English, who may be seen as digital immigrants or digital immigrant accent, may need to consider use of learning technologies in their writing class.

13

НОВІ ПІДХОДИ ДО ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ ВЕЛИКОБРИТАНІЇ ТА США

71%

Симоненко Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

26-33

EN

The article presents the new approaches to the organization of independent work of high school students in Great Britain and the USA. The author analyzes the new educational models that have appeared in recent years and created the new roles for the teachers and students. Making the analysis of scientific literature we have come to the conclusion that introduction of information and communications technologies in the learning process and curriculum of English and American universities has become a new tendency in modern education. The development of the electronic study, blended learning and Massive Open Online Courses have revolutionized the education system and opened new possibilities for the students providing them with easily accessible and ever-current education to all ages and social backgrounds, regardless of time and geography. E-learning refers to a course, program or degree delivered online. It uses electronic technologies to access necessary material outside of a traditional classroom. It is interactive because the students can communicate with the teachers and with other students. Blended learning defined as education program in which a portion of the traditional face-to-face communication is replaced by web based online learning. Blended learning combines internet and digital media with classrooms that require presence of the teachers and students. Massive Open Online Courses is a popular mode of learning aimed at unlimited participation and open access via internet. They offer the students the opportunity to study high quality courses online at prestigious universities. They are ideal for the independent study and the users can select any courses to their liking. The use of electronic technologies for teaching and learning have become the most effective tool for providing the independent study in higher education of Great Britain and the USA because it improves motivation, increases the students’ ability to work independently by taking more responsibility for their own learning. According to the European Credit Transfer System the independent work has become one of the main components of the learning process. Determined to become the part of European Union Ukraine needs to make quick and effective changes in educational system and we should not deny the tools by other professionals.

14

THE ROLE OF VOCABULARY E-LEARNING: COMPARING THE EFFECT OF READING SKILL TRAINING WITH AND WITHOUT VOCABULARY HOMEWORK

71%

Mustafa F., Najla Assiry S., Bustari A., Ayu Nuryasmin R.

Teaching English with Technology

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2019

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vol. 19

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issue 2

21-43

EN

Since vocabulary is a strong predictor of reading comprehension, vocabulary homework is seen as a way to improve reading comprehension. This study utilized an online learning platform to deliver vocabulary homework to students learning reading skills in the classroom and compare their scores with students given paper-based homework and those who did not receive any homework. The objective of the research was to determine the differences in reading achievement between students who were given either paper-based vocabulary homework or online vocabulary homework, in addition to classroom face-to-face interaction (experimental groups) and those who only participated in face-to-face interaction in the classroom (control group). Two experimental groups were instructed to complete vocabulary homework outside of the classroom. The selected vocabulary for homework consisted of 400 words common to the target academic texts. The data were collected by administering a reading comprehension pre-test and post-test, where five academic texts were used with approximately ten questions for each text. The results revealed a p-value of 0.047 for the paper-based homework group, 0.045 for the online vocabulary group, and 0.338 for the control group, which suggests that both experimental groups outperformed the control group in the post-test.

15

Editorial

71%

Smyrnova-Trybulska E.

International Journal of Research in E-learning IJREL

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2015

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vol. 1

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issue 1

5-8

EN

The theme and the priorities of the IJREL reflect the conceptual principles underlying the modernization of education and the reform of the educational systems in European countries, as well as national development strategies for the 21st century. One of the European Union’s key educational o bjectives is the provision of equal opportunities for all with regard to access to learning and knowledge, regardless of gender, financial and physical ability, and place of residence. That is why distance learning has now been granted a status of high priority. If introduced on a wide scale, distance learning and teaching may make significant contribution towards the achievement of educational goals in member states.

16

EFL TEACHERS’ PERCEPTIONS OF INDONESIAN BLENDED LEARNING COURSE ACROSS GENDER AND TEACHING LEVELS

71%

Mulyono H., Ismayama D., Liestyana A. R., Komara C.

Teaching English with Technology

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2021

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vol. 21

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issue 1

60-74

EN

Studies examining teachers’ perceptions of the application of blended learning abound in literature, however, few have explored if the teachers’ perception differed in reference to their gender and teaching level. In the current study, English as a foreign language (EFL) teachers’ perceptions of Indonesian blended learning practices from the perspective of their gender and teaching levels were examined. A total of 247 EFL teachers across teaching levels, i.e. lower secondary school, upper secondary school, university, informal education and other levels were surveyed. Statistical analyses using Rasch Model and ANOVA were performed to analyse the quantitative data. The findings showed that teachers’ perceptions about blended learning were positive but were not statistically significantly different between male and female teachers. Regarding teaching levels, teachers’ perceptions about skill and experience and their motivation to exercise blended learning were significantly different (Fskill and experience= 5.373, p < .05; Fmotivation= 2.555, p < .05), whereas the interaction and communication as well as the effectiveness and flexibility domains were not. More specifically, university teachers’ perceptions regarding skill and experience statistically differed from those teaching in upper secondary school (M = 2.48, p < .05) and informal education (M = 2.48, p < .05). Insufficient training and supports on blended learning were the primary challenges that constrained teachers from designing and managing the blended learning activities, consequently preventing them from addressing technical issues that emerged during blended learning practices.

17

A Blended Learning Approach to Academic Writing and Presentation Skills

71%

Tuomainen S.

International Journal on Language, Literature and Culture in Education

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2016

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vol. 3

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issue 2

33-55

EN

Blended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.

18

E-learning i blended learning w edukacji. Charakterystyka projektu LAMS WZiEU

71%

Stecyk A.

Przedsiębiorczość - Edukacja

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2009

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vol. 5

373-380

EN

The paper presents the basic terms and functions of contemporary education model, itsadvantages and disadvantages and characteristic of e-learning projects. The second part showsfree, open source e-learning system: LAMS (Learning Activity Management System), whichcould be an alternative for commercial tools. The third part describes results of LAMSWZiEU project – implementation of blended learning at the Faculty of Management andEconomics of Services.

19

IMPLEMENTING BLENDED LEARNING AND FLIPPED LEARNING MODELS IN THE UNIVERSITY CLASSROOM: A CASE STUDY

71%

Sulaiman N. A.

Teaching English with Technology

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2018

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vol. 18

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issue 4

34-47

EN

Mobile technologies have increasingly become more and more widespread not only for making our daily lives easier and simpler, but also for their enormous potential in educational development. This case study examines university students’ satisfaction with and perceptions towards the use of blended learning and flipped classroom models in foreign language learning (FLL) contexts. The methodology used in this study involves the descriptive and quantitative analysis of responses generated from students studying English as a foreign language at the Faculty of Foreign Languages at the University of Jordan. The analysis of these responses gave the author of this study an idea about what factors a teacher should take into account when introducing blended learning and flipped classroom models into a classroom.

20

DEVELOPING ENGLISH SPEAKING SKILLS THROUGH SIMULATION-BASED INSTRUCTION

71%

Angelini M. L., García-Carbonell A.

Teaching English with Technology

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2019

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vol. 19

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issue 2

3-20

EN

Foreign language teachers and researchers face a major challenge enabling students’ learning. Not only must they provide training in the target language, but they must also find ways to optimise class time and enhance students’ communication skills in the target language. How does technology intersect with English teaching in ways that benefit learning? A possible approach would align with integrating web-based strategies and optimising class time through new methodologies, techniques and resources. In this study, a group of university engineering students were taught with simulations to aid their learning of English as a foreign language. These engineering students were taught English through both class-based and a large-scale real-time web-based simulation. We present the results of quantitative analysis of students’ oral production. The goal was to show whether simulation-based instruction contributes to significant progress in oral language production in English. The results indicate that students progressed significantly in four language-related areas: vocabulary, pronunciation, variety of expression and grammar.

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