Rola aplikacji dydaktycznych w nauczaniu zdalnym

e-mentor ◽  
2021 ◽  
Vol 88 (1) ◽  
pp. 30-36
Author(s):  
Lidia Pokrzycka ◽  
Keyword(s):  
Public Relations ◽  
Doctoral Students ◽  
Teaching Methods ◽  
English Language ◽  
Doctoral Studies ◽  
Internet Applications ◽  
E Learning ◽  
Ict Tools ◽  
Free Mode ◽  
Journalism Students

In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals Good Academic Practice During Doctoral Studies - An E-learning Course for Early Career Researchers at the Goethe University, Frankfurt (Germany)

2016 ◽  
Vol 9 (1) ◽  
pp. 51
Author(s):  
Alexander M. Weigand ◽  
Heike Zimmermann-Timm
Keyword(s):  
Doctoral Students ◽  
Academic Misconduct ◽  
Early Career ◽  
Potential Fields ◽  
Doctoral Studies ◽  
Web Based ◽  
Academic Practice ◽  
Early Career Researchers ◽  
E Learning

This case study reports on an e-learning course on good academic practice, compulsory for doctoral students of the central graduate academy GRADE<em> </em>at the Goethe University in Frankfurt (Germany). The tool comprises of six closely linked web based trainings. They are designed as a virtual PhD, depicting the different phases of a doctorate and covering the various aspects of good academic practice and potential fields of academic misconduct.

scholarly journals Significance of E-Learning Tools in Teaching English

2020 ◽  
Vol 8 (5) ◽  
pp. 144
Author(s):  
Dr. K Latha
Keyword(s):  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
New Technologies ◽  
Teaching Methodology ◽  
Learning Tools ◽  
Information And Communications Technologies ◽  
E Learning ◽  
Ict Tools ◽  
Conventional Classroom

We are living in a world where technology is omnipresent. Due to the ubiquitous presence of technology the pedagogy of teaching methodology has also undergone a sea-change. The phrase “e-Learning” or “Technology in Education” has become the buzz word in every educational environment. Infusing technology into education is really important as it caters the needs of the contemporary learners. The classroom environment, today, is completely different from the conventional classroom. The traditional methods, which are mainly based on lecturing and rote learning reduce, English language learning to mechanical memorization and miserably fail in developing English language as a skill among the learners. New technologies like Internet, YouTube, Skype, tweeter, blogs, mobile phones, interactive boards and many more have added not only stimulus but also learners’ communication and true interactivity within the classroom. Learning is, of course, the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge and understanding in the classroom. The teachers can engage the learners to become skilled at English Language by using the innovative ELT techniques like English songs, movie clippings, dramatics, advertisements, sports commentaries and many more. This paper stresses on the need to make English language lessons easy and enjoyable through innovative ELT methods. This is done first by giving a brief review about the traditional teaching methods in India and further the focus will be on instilling Information and Communications technologies (ICT) tools in ELT. Thus this study confers the availability of various tools of ICT and their practical uses.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

Modern methods of teaching the english language in higher educational institutions in Russia

2021 ◽  
pp. 3-6
Author(s):  
I.N. Gornostaeva ◽  
Keyword(s):  
Small Groups ◽  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Multimedia Presentations ◽  
Interactive Teaching ◽  
Language Competence ◽  
Effective Organization

The article discusses the possibilities of using methods of teaching English in higher education from classical to interactive ones. Special attention is paid to the role of the teacher in the formation of language competence and the effective organization of the learning process. The article proves the importance of introducing into the educational process such interactive teaching methods as work in small groups, preparation of projects and multimedia presentations, training, and brainstorming.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals The Agile Approach with Doctoral Dissertation Supervision

2015 ◽  
Vol 8 (11) ◽  
pp. 139 ◽  
Author(s):  
Lars Göran Wallgren Tengberg
Keyword(s):  
Doctoral Students ◽  
Time Frame ◽  
Doctoral Dissertation ◽  
Doctoral Degrees ◽  
Practical Implementation ◽  
Doctoral Studies ◽  
Supervision Process ◽  
Agile Approach ◽  
Time Required ◽  
Teaching Learning

<p class="apa">Several research findings conclude that many doctoral students fail to complete their studies within the allowable time frame, in part because of problems related to the research and supervision process. Surveys show that most doctoral students are generally satisfied with their dissertation supervision. However, these surveys also reveal some students think their supervisors meet with them too infrequently, lack interest in their dissertation topics, and provide insufficient practical assistance. Furthermore, many countries will soon witness a large turnover in the labour market as people near retirement. Because this is also the case at many universities and colleges, the expectation is that there will be many teaching and research vacancies. Therefore, many new doctoral students who plan to enter academia after earning their doctoral degrees are needed. In responding to these complaints, this conceptual paper examines the use of the agile approach–which has achieved recognition and approval in software development–in the doctoral dissertation process. In the teaching/learning sphere, the agile approach can be used in iterative meetings between doctoral student and supervisor for dissertation planning, direction, and evaluation. The focus of the iterations, the so-called Sprints, is on communication and feedback throughout the entire process. The paper is based in theories on teaching/learning and on the author’s personal experience with the agile approach. Use of the agile approach, which can decrease the time required for doctoral studies, may thus increase the number of graduates with doctoral degrees. The paper makes suggestions for practical implementation of the agile approach.</p>

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