Learning English through an LMS, face-to-face lectures and the resulting blend

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Título: Learning English through an LMS, face-to-face lectures and the resulting blend
Autor/es: Arcos García, Francisco | Ortega Gil, Pablo | Amilburu Osinaga, Ana
Grupo/s de investigación o GITE: Blended Learning
Centro, Departamento o Servicio: Universidad de Alicante. Departamento de Filología Inglesa
Asignatura/s: Fonética (Inglesa) | Morfosintáxis y Semántica (Inglés) | Inglés para Informática | Lengua C (IV) | Lingüística Aplicada al Aprendizaje y Enseñanza del Inglés Lengua Extranjera
Estudios en los que se imparte: Maestro: Especialidad de Lengua Extranjera | Ingeniería en Informática | Licenciatura en Traducción e Interpretación | Máster Universitario en Profesorado de Educación Secundaria y Enseñanzas Artísticas, de Idiomas y Deportivas | Máster Oficial en Enseñanza de Español e Inglés como Segundas Lenguas (L2) / Lenguas Extranjeras (LE)
Código: 11290 | 11284 | 7743 | 8229 | 12050 | 7795
Palabras clave: Blended learning | Adaptive hypermedia | E-learning
Área/s de conocimiento: Filología Inglesa | Teoría e Historia de la Educación
Fecha de creación: sep-2009
Fecha de publicación: nov-2009
Resumen: As the 21st. century wears on and we find ourselves fully immersed in the digital age, new and amazing activities come about which are forever keeping us lecturers engaged in trying state-of-the-art technology to improve the learning-teaching activity. We have been using Moodle in our lectures over 8 years now and although there have been some ups and down along the line, on the whole, the experience shows an upward trend of satisfaction that corresponds to the same trend which has affected the efficiency and improvements in technology and communications worldwide lately. Implementing “blended learning” to teach English Language using Moodle, has been the core of our research in the last few years and we have solved it by leaving the more cumbersome and creative tasks (writing and speaking) activities for the “face-to-face” lectures and the more “mechanical” activities have been inserted in an LMS (Learning Management System), in our case Moodle, with outstanding results. Slower and more backward students take their time and catch up quickly thanks to the LMS and the activities we give them. Thus, in a relatively short time, they level up with the brighter students and manage to acquire a deeper understanding of the subject and, in cases, excel thanks, first, to their work and dedication and, secondly, to the opportunity we give them to work at their own pace through our LMS, and lastly to the motivation they receive from using a system which inculcates the students with a sense of “group” responsibility, ever since whatever they do, or do not do affects the rest of the members in the group. Our main concern henceforth has been to adjust each and every subject we teach using an LMS, to the new realization: the work students do in the LMS and the face-to-face lectures. The success or failure depends entirely on the blend we make of these two elements and the activities and resources we provide both in the lecture room and in the LMS. This article reveals the secrets of this “language blend”, which for us was an exceptional starting point to course building strategies for language learners.
Descripción: Comunicación presentada en 2nd edition of the “ICT for Language Learning”, Florence, 6th-7th of November, 2009.
URI: http://hdl.handle.net/10045/13714
Idioma: eng
Tipo: info:eu-repo/semantics/article
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