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Piloting of Blended Learning: Implementation and Benefits

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Vitošević B., Janković A., Vitošević Z.

The New Educational Review

2014

vol. 36

104-117

This paper is based on piloting of blended learning as a transformative learning process in order to keep pace with technological innovation. Our redesign of the course was the intention of the use of blended learning as a tool for high-quality, meaningful and longer lasting knowledge, improvements in learning outcomes and greater engagement of students in learning. We chose Moodle platform as a highly sophisticated learning management system with many modules and its possibilities of application in the learning context to develop the online component as a supplement to classroom lessons. After conducting an analysis of the course and a questionnaire, we concluded that students use all the segments of the online component and they become more engaged, their assignments end on time and at the end they would express their satisfaction with the course redesign. Using the T-test for large independent samples there is statistically significantly better performance in the final test (p<0.01) for students who have used Moodle compared to students from the previous generation attending traditional classes, while in the theoretical part of the exam there are higher grades instead of middle, but without statistical significance (p>0.05), which leads us to the view that blended learning helps, above all, average students to upgrade and advance their knowledge. Considering that many of our student are athletes, blended learning is a good choice for them as they are professionally engaged in sports and they can follow the course and complete their assignments in addition to sports commitments. This piloting will serve as a parameter for future use of blended learning to be more adapted to the needs and objectives of students and eliminate any disadvantages.

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system

75%

Bobkina J., Gómez-Ortiz M.-J., Núñez del Río M. C., Sastre-Merino S.

Studies in Second Language Learning and Teaching

2021

vol. 11

issue 4

543-578

The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.

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1 Studies in Second Language Learning and Teaching

1 The New Educational Review

1 Bobkina J.

1 Gómez-Ortiz M.-J.

1 Janković A.

1 Núñez del Río M. C.

1 Sastre-Merino S.

1 Vitošević B.

1 Vitošević Z.

1 2021

1 2014

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Piloting of Blended Learning: Implementation and Benefits

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system