scholarly journals Distance Technologies in Teaching Professional Foreign Languages for Medical Purposes

2019 ◽  
Vol 5 (2) ◽  
pp. 5-19
Author(s):  
Dmitry Guzhelya ◽  
Victoria Kurilenko ◽  
Yulia Biryukova
Keyword(s):  
Learning Technologies ◽  
Russian Language ◽  
Foreign Languages ◽  
Online Chat ◽  
Web Based ◽  
Desktop Videoconferencing ◽  
E Learning ◽  
Learning Platforms ◽  
E Mail ◽  
Teaching Professional

The article presents the analysis of distant technologies that are utilized by the world methodological society: a set of distance technologies (desktop videoconferencing, e-mail, voicemail, online chat, web-based resources, e-learning platforms), synchronous/asynchronous technologies, m-learning/e-learning technologies. These technologies were analysed from scientific positions concerning their typology, essential characteristics, and linguistic and methodological potential. The authors of the article also provide distance technologies that can be used when teaching Russian language as foreign for medical purposes: synchronous technologies, professional websites, e-learning platforms, e-mails, mobile applications. The verification of distant technologies’ usage is conducted experimentally. The obtained results show that distance learning is useful and should be used in teaching foreign languages for other levels and professional purposes. Not only does the success of distance educational courses depend on the distance technologies that are provided by a teacher, but also we should rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.

scholarly journals The Application of E-learning in English Teaching at Dong Nai Technology University

2021 ◽  
Vol 25 (1) ◽  
pp. 544
Author(s):  
Lien Cam
Keyword(s):  
Teaching And Learning ◽  
Study Data ◽  
Foreign Languages ◽  
Efl Learners ◽  
Learning Platform ◽  
Learning Programs ◽  
E Learning ◽  
Efl Students ◽  
Learning Platforms ◽  
The University

Many colleges and universities in Vietnam have employed e-learning platforms in teaching English with the hope to better students’ English proficiency. Recently, e-learning programs such as DNTU-LMS and Canvas have been implemented at Dong Nai Technology University. With their features of flexibility and efficiency, they have been being used as crucial tools for teaching and learning in various faculties in the university especially during the widespread of Covid-19 pandemic. The present study aimed at identifying the views of the EFL learners from Faculty of Foreign Languages on the application of e-learning platform. A group of 100 EFL students was chosen randomly to participate in this study. Data was collected using questionnaire. After analyzing student’s responses, the results proved that the introduction of e-learning was effective. E-learning also stimulates students to learn English and brings them comfort and joy.

Use of e-learning at higher educational institutions in Bangladesh

2019 ◽  
Vol 11 (2) ◽  
pp. 210-223 ◽  
Author(s):  
Md Fouad Hossain Sarker ◽  
Rafi Al Mahmud ◽  
M. Saiful Islam ◽  
Md Kabirul Islam
Keyword(s):  
Learning Technologies ◽  
Primary Data ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Technical Problems ◽  
Content Type ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Higher Educational

Purpose Although e-learning has already been accepted globally as an effective medium of delivery of quality education and ensure optimum student participation, Bangladeshi higher educational institutions are still at a very early stage of adopting such technologies. Therefore, the purpose of this paper is to critically examine the suitability of implementing effective e-learning through learning management system (LMS) at the tertiary educational institutions in Bangladesh, and how both students and teachers experience and respond to this new learning platform. Following mixed-methods techniques, data for this study were collected from students and respective course teachers of a private university in Bangladesh by administering questionnaires and in-depth interviews. The findings of this paper reveal that e-learning has been well accepted by most of the students as they are found routinely spending time on the LMS on a regular basis for watching lecture videos, viewing course information, reading postings of the fellow students in the forum. However, there are constraints as well, since the learning materials are poorly designed that do not allow much interaction between students and lecturers. There are also some technical problems such as poor internet connection which restrict access to e-learning platforms. To harness the optimum benefit of e-learning, this paper recommends a concerted effort by all stakeholders, such as students, lecturers, administrators and policy makers so that each of their priorities and expectations are reflected in the designing and implementing e-learning platforms. Design/methodology/approach This paper is based on the qualitative evaluation of Education 3.0 platform. Primary data were collected from the students using a well-structured survey questionnaire, and the findings of the survey have subsequently been cross-referred and supplemented by non-participatory observations with semi-structured interviews which allowed a better in-depth understanding of the issue at hand. Findings The findings of the study suggest that a majority of the students are found to be highly enthusiastic about the online courses. They are eager to participate and interact in the online platforms, which are somehow limited in the traditional classroom settings. However, there are several institutional, administrative and technical limitations of implementing e-learning in Bangladesh. It is recommended that better orientation of the users, quality content distribution though user-friendly systems and enhanced asynchronous interaction between the lecturers and students are the key pre-requisites to harness the optimum benefit from e-learning technologies in Bangladesh. Originality/value The data have been analyzed and discussed using qualitative framework which allows an in-depth understanding of the opportunities and challenges of the use of e-learning technologies at the higher educational institutions in Bangladesh.

E-Technologies in Higher Education Provision

2011 ◽  
pp. 35-51
Author(s):  
Petros Ieromonachou ◽  
Nola Stair
Keyword(s):  
Higher Education ◽  
Relevant Literature ◽  
Learning Technologies ◽  
Future Planning ◽  
Web Based ◽  
Assessment And Evaluation ◽  
Use Of Technology ◽  
E Learning ◽  
Global And Local ◽  
Local Levels

Technology is always advancing; furthermore, the economy and demographics, both at global and local levels dictate changes that businesses need to consider for future planning. Like all businesses, most academic institutions need to follow trends and offer new and up-to-date learning initiatives. This chapter discusses the assessment and evaluation of Web-based postgraduate and undergraduate programmes, at the Business School of a London-based university. The study reviews relevant literature, investigates student and staff views on the use of technology in learning, and reflects on the planning and management of two Supported Open Learning (SOL) programmes. It also offers suggestions for future programmes and courses designed for use with e-learning technologies.

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

scholarly journals Using Reminder Tools to Increase Learning Motivation: A Comparison of Mobile Devices, Email and E-learning Platforms

2020 ◽  
Vol 14 (19) ◽  
pp. 82
Author(s):  
Chien-Hung Lai ◽  
Bin-Shyan Jong ◽  
Yen-Teh Hsia ◽  
Tsong-Wuu Lin
Keyword(s):  
Online Learning ◽  
Operating Systems ◽  
Learning Opportunities ◽  
Learning Motivation ◽  
Notification System ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
E Mail ◽  
Activity Times

Most students are not actively concerned about curriculum activity times. However, without reminders, students will miss out on learning opportunities from the course activities. Therefore, due to the use of smartphones — which are central to people's everyday lives —, this study combined apps and the curriculum to develop a course activity notification system — Mobile Secretary of Operating Systems (MSOS) —­, as a curriculum reminder tool. This tool reminds the student of the curriculum activity times anytime and anywhere, like a secretary. This study also investigates students’ preferences between three distinct reminder tools — the reminder app, e-mail notifications and online learning platform announcements — in terms of their effectiveness in accessing curriculum-related matters, and in previewing and reviewing courses. Additionally, the study examines the efficacy of the MSOS app by comparing the questionnaire results of the students who used the app and those who did not use it. From the results of the questionnaire, it is also ascertained whether those students who used MSOS consider the app to be more convenient and immediate than e-mail notifications and the online learning platform, both in giving access to curriculum-related matters and in previewing and reviewing courses.

scholarly journals Applying E-learning Technologies to Library Information Literacy Instruction

2010 ◽  
pp. 227-243
Author(s):  
Jamie Ward
Keyword(s):  
Information Literacy ◽  
Teaching Styles ◽  
Learning Technologies ◽  
Academic Librarians ◽  
Instructional Content ◽  
Learning Techniques ◽  
E Learning ◽  
Learning Platforms ◽  
Instructional Interaction

Academic libraries have adopted and adapted the e-learning technologies for delivery of their Information Literacy programmes. This chapter describes some of the ways in which academic librarians have been very inventive in using emerging technologies to enhance their instructional content. By using a case study of DkIT the chapter details how information literacy and the e-learning technologies emerged together. E-learning platforms like the virtual learning environments (VLE) are the natural place for libraries to use as portals for their IL instruction. This chapter argues that using the VLE (with the inherent instructional interaction made possible by this technology), and adopting some amalgam of the newer teaching styles like problem-based learning and blended learning techniques completes the IL circle for librarians. Librarians now have the tools at their disposal to finally fulfil the promises we undertook when we embarked on our information literacy programmes.

Helping Faculty Overcome Cultural Barriers to Adoption and Use of Web-Based Learning Technologies

2016 ◽  
pp. 300-316
Author(s):  
Stephen Asunka
Keyword(s):  
Preliminary Investigation ◽  
Cultural Factors ◽  
Learning Technologies ◽  
Faculty Members ◽  
Cultural Dimensions ◽  
Cultural Barriers ◽  
Participatory Action ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning

This study adopted a participatory action research (PAR) approach to identify and address some cultural factors that contribute in hindering faculty adoption and use of a Learning Management System (LMS) for Web-based learning at a university in Ghana. This followed a realization that an LMS that the university deployed for E-learning purposes, and had been available for over five years, remained largely unused by faculty members despite that they have been trained, motivated and appropriately resourced to do so. With a preliminary investigation revealing the possible role of cultural factors, this study drew on some aspects of Hofstede's cultural dimensions theory to conceptualize a research framework, and subsequently engaged 10 faculty members in a semester-long action study. Findings show that by collectively identifying the cultural underpinnings, and conscientiously working on them, faculty members can change their attitudes (as well as those of their other colleagues) significantly, and be better disposed to integrating Web technologies into their instructional activities.

Using the Hybrid Interactive Rhetorical Engagement (H.I.R.E.) Metrics to Analyze the Effectiveness of E-Learning Websites

2016 ◽  
pp. 242-260
Author(s):  
Yowei Kang
Keyword(s):  
Rapid Development ◽  
Developed Countries ◽  
Theoretical Concept ◽  
Learning Technologies ◽  
College Instructors ◽  
Digital Learning ◽  
Learning Tools ◽  
Web Based ◽  
Quantitative Metrics ◽  
E Learning

The rapid development of Web-based learning technologies has become a global phenomenon that affects higher education institutions. Both developing and developed countries are eager to take advantage of the multi-modal and asynchronous technical capacities that Web 2.0 can provide to college students. The “E-learning Phenomenon” has also prompted the development of different types of learning tools, ranging from commercially-developed Blackboard, open-source learning platform Moodle, or less popular platform developed by individual universities around the world. This study applied a theoretical concept, Hybrid Interactive Rhetorical Engagement (H.I.R.E.), and a series of quantitative metrics derived from H.I.R.E., to assess the Digital Learning Website developed at Kainan University, Taiwan. Exploratory empirical findings help college instructors to understand whether H.I.R.E. serves a good system design concept explain and predict users' learning behaviors and can be used to assess a variety of web-learning technologies in the market.

scholarly journals Using E-Learning Technologies in Teaching and Learning Process

2020 ◽  
Vol 1 (1) ◽  
pp. 15-23
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Technologies ◽  
Extensive Literature ◽  
Information And Communication ◽  
Processing Information ◽  
E Learning ◽  
Learning Platforms ◽  
The Government

The Information and Communication Technologies (ICTs) use has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of Information and Communication Technologies and e-learning approach in Iraq has increased. Whereas, the latest educational policy of the Government of Iraq has focused on using Information and Communication Technologies and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate Information and Communication Technologies in their classrooms and develop e-Learning Platforms for teaching and learning processes. However, in this study the effectiveness of Information and Communication and e-learning Technologies integration in teaching and learning has been assessed. The context selected for this research study is University of Baghdad Iraq. The research gap, which has been founded through the extensive literature review indicated that most of the students are not able to utilize Information and Communication Technologies effectively. The first objective of this study is to enable students to gain wider range of knowledge and make them enable to access internet for developing a global outlook. Moreover, the second objective of this study is to develop students’ capabilities of processing information more effectively and efficiently for teaching and learning.

scholarly journals Applying E-learning Technologies to Library Information Literacy Instruction

2012 ◽  
pp. 693-709
Author(s):  
Jamie Ward
Keyword(s):  
Information Literacy ◽  
Teaching Styles ◽  
Learning Technologies ◽  
Academic Librarians ◽  
Instructional Content ◽  
Learning Techniques ◽  
E Learning ◽  
Learning Platforms ◽  
Instructional Interaction

Academic libraries have adopted and adapted the e-learning technologies for delivery of their Information Literacy programmes. This chapter describes some of the ways in which academic librarians have been very inventive in using emerging technologies to enhance their instructional content. By using a case study of DkIT the chapter details how information literacy and the e-learning technologies emerged together. E-learning platforms like the virtual learning environments (VLE) are the natural place for libraries to use as portals for their IL instruction. This chapter argues that using the VLE (with the inherent instructional interaction made possible by this technology), and adopting some amalgam of the newer teaching styles like problem-based learning and blended learning techniques completes the IL circle for librarians. Librarians now have the tools at their disposal to finally fulfil the promises we undertook when we embarked on our information literacy programmes.

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