Moodle as Virtual Learning Environment in Developing Language Skills, Fostering Metacognitive Awareness and Promoting Learner Autonomy

Gulbinskienė, Dalia; Masoodi, Marjan; Šliogerienė, Jolita

doi:10.15823/p.2017.47

Cited by 16 publications

(21 citation statements)

References 7 publications

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“…There has been a growing demand for the integration of e-learning and e-teaching technology in teaching and learning foreign languages (Dayag, 2018;Fabbian, Carney, & Grgurovic, 2017;Gulbinskienė, Masoodi, & Šliogerienė, 2017;Maduabuchi, 2016;Pinto-Llorente, Sánchez-Gómez, García-Peñalvo, & Casillas-Martin, 2017;Saldaña, 2015). In this respect, Marzban (2010) proclaims that teachers at all levels of education increasingly need to integrate e-learning in their course delivery systems and their perceptions need to be assessed regularly to ascertain to the effectiveness of virtual education in learning and teaching foreign languages and to report on difficulties that potentially arise in such new environments.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…As e-learning platforms and other assistive educational technology continue to expand and develop by leaps and bounds, higher education institutions race to adopt and adapt such technologies to harness them in the delivery and teaching of their courses online to help learners get connected, personalized and pro-learning styles, incentivized, and individualized approaches to learning and teaching (Bannister, 2016;Beard, 2017;Boulton, Kent, & Williams, 2018;Bower, Lee, & Dalgarno, 2017;Sorbie, 2015). Many a researcher observed that university faculty often find difficulty in finding sources of authentic speech, written or oral, produced by professional native speakers but over YouTube and the like (See for instance, Gulbinskienė, Masoodi, & Šliogerienė, 2017;Han & Ellis, 2019;Vo, Mozelius, Jaldemark, Håkansson, & Lindqvist, 2018;Weerasinghe, 2018;Vo, Zhu, & Diep, 2017;Zeichner & Zilka, 2016). Online apps like YouTube can even be mashed up in the tools of e-learning platforms such as Blackboard ® , thereby providing professional teaching materials or videos by expert native speakers.…”

Section: Introductionmentioning

confidence: 99%

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The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

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This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

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“…Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning. Some modern researchers focus on studies of self-regulated learning skills profiles among learners enrolled in a Modular Object-Oriented Dynamic Learning Environment (Moodle) online course [74][75][76][77]. The analysis shows that online self-regulation and computer self-efficacy influences grades in a positive way.…”

Section: Methodsmentioning

confidence: 99%

Self-Regulation as a Basic Element of the Professional Culture of Engineers

et al. 2019

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This paper addresses the problem of the formation of the self-regulation of educational activities of students studying in a technical university. The purpose of this paper is to discuss the problem of the self-regulation of educational activities of students, presenting data from an experimental study of students’ self-regulation. Special attention is paid to the distinction between the terms self-control and self-regulation. This paper presents data on the state of self-regulation among students studying technical specialties. The research methodology is based on the theoretical analysis of the results of scientific works, which present the main provisions on the formation of students’ self-regulation. The research methods include questioning and a methodical experiment. The stages of the formation of students’ self-regulation are highlighted, and the main directions of teachers’ work on the formation of students’ self-regulation are determined. The structure of self-regulation is described and the condition for its formation is justified using the technology of self-regulation formation. Based on the study, students’ self-regulation is linked to the awareness of their professional and personal goals, as well as to the level of regulatory and reflective qualities. Personal and professional self-improvement in the process of vocational education depends on the level of the formation of regulatory and reflexive qualities.

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“…The interest to the concept of developing autonomy in foreign language learning through interaction has increased over the recent years due to the spread of virtual environment (Gulbinskiene et al, 2017) and blended learning environment (Hwang et al, 2009) in professional education. Still the research of the concept of autonomy, its efficiency and application in pedagogical education is insufficient.…”

Section: Review Of Literaturementioning

confidence: 99%

Interaction and Autonomy in Foreign Language and Culture Studies

Putistina

Kvasyuk

Savateeva

2019

TAKSAD

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The article focuses on the problem of developing interactive and autonomous skills of the future teachers of foreign language and culture within the university educational programme. The study evaluates the effectiveness of interactive activities in promoting learners' autonomy of pre-service teachers in the course of English language and culture studies at university and provides teaching tips for implementing the interactive model in language teachers' education. The research adopted a pretest-posttest quasiexperimental method design and the effectiveness of interactive language classroom model was measured against a traditionally taught class with the help of self-evaluation charts based on a Likert-type scale. The findings of the experimental teaching revealed a higher level of self-beliefs of respondents of the experimental group about the development of their autonomous skills and professional confidence in their education in foreign language and culture, which indicated the effectiveness of interactive activities in developing learners' autonomy and a correlation between interaction and autonomy in linguistic and cultural studies. It was concluded in the experimental study that autonomy as a personal characteristic can be developed through interactive practice in and outside the classroom, and the interactive model of teaching can be successfully integrated into the concept of autonomous language and culture studies.

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Moodle as Virtual Learning Environment in Developing Language Skills, Fostering Metacognitive Awareness and Promoting Learner Autonomy

Cited by 16 publications

References 7 publications

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Self-Regulation as a Basic Element of the Professional Culture of Engineers

Interaction and Autonomy in Foreign Language and Culture Studies

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