It All Connects

2022 ◽  
pp. 1-19
Author(s):  
Carine Graff ◽  
Rebecca Lynn Chism
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Language Instruction ◽  
Language Teachers ◽  
Virtual Learning Environments ◽  
Foreign Language Instruction ◽  
World Language ◽  
Language Class ◽  
The World

The COVID-19 pandemic forced society to reevaluate the role of technology in the blink of an eye, and virtual learning environments became a necessity rather than an option. Even those instructors who were accustomed to remote learning had to reevaluate its best practices. World language teachers especially were forced to consider how to best provide their students the opportunity to practice the three modes of communication: interpretive, interpersonal, and presentational. With communication being the essence of foreign language instruction, it was of utmost consideration as to how it could transition effectively online. While there are many tools available for online teaching, not all of them are suitable for the world language class. Using connectivism as a framework, the authors propose that a single tool, Flipgrid, can be used to develop communicative proficiency and has the potential to enhance 21st century skills. This chapter will describe Flipgrid, its advantages and limitations, and offer three sample activities.

Investigating Creativity in Online K-12 World Language Classrooms

2022 ◽  
pp. 143-167
Author(s):  
Anne Cummings Hlas ◽  
Jesselyn J. Nadolny ◽  
Christopher S. Hlas
Keyword(s):  
Mixed Methods ◽  
Online Teaching ◽  
Language Teachers ◽  
Mixed Methods Study ◽  
World Language ◽  
Teaching Context ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
K 12

This chapter outlines creativity in the world language classroom through the results of a mixed-methods study during the COVID-19 pandemic. While there has been a growing interest in creativity within education, little has been researched related to creative and uncreative factors in the language classroom, specifically in an online teaching context. For this reason, this research study explores creativity in the online world language K-12 classroom by examining teaching artifacts self-selected by K-12 language teachers, as well as interviews with interested participants. Findings suggest that creativity is multidimensional with creative factors overlapping within artifacts. Additionally, teachers have persisted throughout the pandemic to integrate creativity in order to engage students with the content in various ways, harness student attention, and give students choice. In addition, teachers have used various technologies to provide opportunities for students to work asynchronously and synchronously.

scholarly journals Creating Multimodal Texts Online to Improve Young Adults’ English Skills at Two State Institutions

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Diana Pahola Galvis Pinzón ◽  
Linda Lucia Callejas
Keyword(s):  
Learning Environments ◽  
Literacy Practices ◽  
Virtual Learning Environments ◽  
Multimodal Texts ◽  
State Institutions ◽  
Pedagogical Strategy ◽  
The World ◽  
Ict Tools ◽  
Linear Manner

This paper aims to describe the creation of multimodal texts as a pedagogical strategy implemented through the use of ICT tools in two state institutions in the Colombian province of Santander. After analyzing teaching practices, it was observed that written texts were usually approached in a linear manner without taking into consideration other text modes, which may lead students to lose interest in literacy practices. Accordingly, an action research was conducted following a qualitative paradigm based on a descriptive-interpretative methodology. The research results suggested learner improvement resulting from the use of ICT for educational purposes, learning English through the implementation of integrated skills, and working collaboratively. It was also concluded that when creating multimodal texts, it is important to bear in mind both: students’ perceptions of the world and the role of the teacher as a facilitator of ICT tools for academic purposes in virtual learning environments.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

The Emerging Use of E-Learning Environments in K-12 Education

2011 ◽  
pp. 586-603
Author(s):  
Christopher O’Mahony
Keyword(s):  
Secondary Education ◽  
Learning Environments ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Early Years ◽  
Virtual Learning Environments ◽  
Recent Emergence ◽  
The World ◽  
E Learning ◽  
K 12

Virtual learning environments (VLEs) and managed learning environments (MLEs) are emerging as popular and useful tools in a variety of educational contexts. Since the late 1990s a number of ‘off-the-shelf’ solutions have been produced. These have generally been targeted at the tertiary education sector. In the early years of the new millennium, we have seen increased interest in VLEs/MLEs in the primary and secondary education sectors. In this chapter, a brief overview of e-learning in the secondary and tertiary education sectors over the period from 1994 to 2004 is provided, leading to the more recent emergence of VLEs and MLEs. Three models of e-learning are explored. Examples of solutions from around the world are considered in light of these definitions. Through the case of one school’s journey towards an e-learning strategy, we look at the decisions and dilemmas facing schools and school authorities in developing their own VLE/MLE solutions.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

scholarly journals Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

2020 ◽  
Vol 15 (02) ◽  
pp. 4
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Teacher Perception ◽  
Language Instruction ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Foreign Language Instruction ◽  
Academic Environments ◽  
Technological Advances ◽  
Teachers And Students ◽  
Feasible Solutions

Mobile technologies appear to be gaining in popularity regarding foreign language instruction they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and reevaluated. Despite the numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.

The Changing Role of the Teacher in ICT-Supported Foreign Language Instruction

2020 ◽  
pp. 333-349
Author(s):  
Saša Podgoršek
Keyword(s):  
Foreign Language ◽  
School Environment ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Structured Interviews ◽  
Depth Analysis ◽  
Information And Communication ◽  
Multiple Case ◽  
The Impact

This chapter aims to explore the teacher´s role in foreign language instruction (FLI) supported by information and communication technology (ICT). The recent research on the impact of ICT on the teacher´s role in FLI indicates changes in the role of the teacher. However, there has been little empirical evidence on the nature of this change in foreign language classes. To fill this research gap, a multiple-case study of three teachers and 78 students in three secondary school classes in Slovenia was conducted. This chapter presents an in-depth analysis of sections of semi-structured interviews and class observations exploring the five categories of change of the teacher role identified by Podgoršek. The findings confirm these categories in general, but they also show which sub-categories of change are hard to achieve in real school environment.

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