Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses
With various aims and objectives, syllabi of e-learning, blended learning and webenhanced courses meant for a particular group of undergraduates or postgraduates, may vary substantially. However different they are, they are likely to show behaviourist ideas embodied in instructional design. A pleth...
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| Format: | Article |
| Language: | English |
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University of Silesia Press
2020-12-01
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| Series: | International Journal of Research in E-Learning |
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| Online Access: | https://journals.us.edu.pl/index.php/IJREL/article/view/8986 |
| _version_ | 1811177953260732416 |
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| author | Iwona Mokwa-Tarnowska |
| author_facet | Iwona Mokwa-Tarnowska |
| author_sort | Iwona Mokwa-Tarnowska |
| collection | DOAJ |
| description |
With various aims and objectives, syllabi of e-learning, blended learning and webenhanced courses meant for a particular group of undergraduates or postgraduates, may vary substantially. However different they are, they are likely to show behaviourist ideas embodied in instructional design. A plethora of online tools (text based, image based, multimodal production and collaborative ones) can increase students’ learning experiences, as they offer opportunities for interactions that are not available in a traditional, instructivist classroom setting. Thus, a university language course with web-enhanced components offers more versatile
learning options than face-to-face classes, which may result in students becoming more competent and competitive workers in the years to come. By using online tools such as ThingLink, mural, quip, easel.ly, infogram and venngage to collect and critically analyse data, they learn in a new active way, in a more genuine environment. This way of engaging students helps them to achieve learning outcomes structured around communication, teamwork, media literacy and language skills. These ideas are supported by students’ opinions and attitudes expressed in the surveys conducted at Gdańsk University of Technology in the years 2017–2019.
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| first_indexed | 2024-04-11T06:11:06Z |
| format | Article |
| id | doaj.art-a6c9d15cd3d74144942568300b03fe02 |
| institution | Directory Open Access Journal |
| issn | 2451-2583 2543-6155 |
| language | English |
| last_indexed | 2024-04-11T06:11:06Z |
| publishDate | 2020-12-01 |
| publisher | University of Silesia Press |
| record_format | Article |
| series | International Journal of Research in E-Learning |
| spelling | doaj.art-a6c9d15cd3d74144942568300b03fe022022-12-22T04:41:17ZengUniversity of Silesia PressInternational Journal of Research in E-Learning2451-25832543-61552020-12-016210.31261/IJREL.2020.6.2.05Online Collaborative Learning to Enhance Educational Outcomes of English Language CoursesIwona Mokwa-Tarnowska0Gdańsk University of Technology With various aims and objectives, syllabi of e-learning, blended learning and webenhanced courses meant for a particular group of undergraduates or postgraduates, may vary substantially. However different they are, they are likely to show behaviourist ideas embodied in instructional design. A plethora of online tools (text based, image based, multimodal production and collaborative ones) can increase students’ learning experiences, as they offer opportunities for interactions that are not available in a traditional, instructivist classroom setting. Thus, a university language course with web-enhanced components offers more versatile learning options than face-to-face classes, which may result in students becoming more competent and competitive workers in the years to come. By using online tools such as ThingLink, mural, quip, easel.ly, infogram and venngage to collect and critically analyse data, they learn in a new active way, in a more genuine environment. This way of engaging students helps them to achieve learning outcomes structured around communication, teamwork, media literacy and language skills. These ideas are supported by students’ opinions and attitudes expressed in the surveys conducted at Gdańsk University of Technology in the years 2017–2019. https://journals.us.edu.pl/index.php/IJREL/article/view/8986web-enhanced language learningonline toolshard and soft skillse-learninguniversity educationcollaborative project |
| spellingShingle | Iwona Mokwa-Tarnowska Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses International Journal of Research in E-Learning web-enhanced language learning online tools hard and soft skills e-learning university education collaborative project |
| title | Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses |
| title_full | Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses |
| title_fullStr | Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses |
| title_full_unstemmed | Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses |
| title_short | Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses |
| title_sort | online collaborative learning to enhance educational outcomes of english language courses |
| topic | web-enhanced language learning online tools hard and soft skills e-learning university education collaborative project |
| url | https://journals.us.edu.pl/index.php/IJREL/article/view/8986 |
| work_keys_str_mv | AT iwonamokwatarnowska onlinecollaborativelearningtoenhanceeducationaloutcomesofenglishlanguagecourses |