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    Wyświetlanie 1-12 z 12
    Tytuł:
    USING E-LEARNING TO IMPROVE PRESCRIBING PRACTICE IN EMERGING PRESCRIBERS
    Autorzy:
    Baskett, Karen
    Powiązania:
    https://bibliotekanauki.pl/articles/941150.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    e-learning
    prescribers
    Opis:
    This paper reports on The National Prescribing Curriculum (NPC), a series of online, casebased modules designed to improve prescribing performance and confidence in emerging Australian prescribers. The modules mirror the decision-making process outlined in the WHO Guide to Good Prescribing (de Vries et al., 1994) and were developed as an initiative to combat emerging data that, increasingly, medical graduates demonstrate shortfalls in basic pharmacological knowledge and prescribing skills (Hilmer et al., 2009). The modules are situated in real life situations and include complex, authentic tasks. As most learners access the modules in a self-paced mode, sophisticated levels of expert and peer feedback have been integrated into the modules.
    Źródło:
    Teaching English with Technology; 2011, 11, 1; 98-109
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    AN OVERVIEW OF LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM)
    Autorzy:
    Alexander, Christopher
    Powiązania:
    https://bibliotekanauki.pl/articles/955881.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    LAMS
    Learning Design
    e-learning
    Opis:
    This paper provides a thorough introduction to LAMS (Learning Activity Management System). An overview of what LAMS is, and who created it, is followed by a description of its Learner, Monitor and Author environments. The numerous and supportive creater-designed online animated tutorial links ‘built into’ the paper cover in detail all the facets of these environments. It is held that the reader will benefit greatly and will acquire a sound knowledge base of how to use LAMS if these presentations, which total several hours, are viewed. To this extent, this article is also teacher-training in scope. The final part of the paper comprises a brief literature review on LAMS. LAMS pilot use in ESOL is highly recommended and a call is made for the subsequent dissemination of research findings.
    Źródło:
    Teaching English with Technology; 2008, 8, 3
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNING DESIGN APPROACHES FOR PERSONALISED AND NON-PERSONALISED E-LEARNING SYSTEMS
    Autorzy:
    Nat, Muesser Cemal
    Walker, Simon
    Dastbaz, Mohammad
    Bacon, Liz
    Powiązania:
    https://bibliotekanauki.pl/articles/941147.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    learning design
    e-learning systems
    Opis:
    Recognizing the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology enhanced learning (TEL) has the potential to support and transform students’ learning and allows them to choose when, where and how to learn. This paper describes two different approaches for the design of personalised and non-personalised online learning environments, which have been developed to investigate whether personalised e-learning is more efficient than non-personalised e-learning, and discuss some of the student’s experiences and assessment test results based on experiments conducted so far.
    Źródło:
    Teaching English with Technology; 2011, 11, 1; 176-187
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Guidelines for INTERACTIVE HOMEWORK
    Autorzy:
    Maciaszczyk, Sylvia
    Powiązania:
    https://bibliotekanauki.pl/articles/940833.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Moodle
    e-learning
    learning design
    Źródło:
    Teaching English with Technology; 2008, 8, 1
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    IMPLEMENTING E-LEARNING AT THE UNIVERSITY OF NICOSIA: MAKING IT POSSIBLE
    Autorzy:
    Alexander, Chris
    Powiązania:
    https://bibliotekanauki.pl/articles/941135.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    e-learning
    LAMS implementation
    Opis:
    This practical paper reports on significant Learning Activity Management System (LAMS) work currently being undertaken at The University of Nicosia in Cyprus; a growing number of full e-courses have been, and are being, created using LAMS and a suite of specialized programs in order to provide an alternate and more convenient educational service for students. Critical administrative, organizational, personnel, pedagogical and technological issues have had to be addressed to support this important project. Some implications of the way students work online will be discussed, sample e-lecture materials will be presented, and suggestions for future technical development will be made. The paper concludes with the assertion that LAMS can be used to deliver local and international full e-learning courses effectively and inexpensively within a supportive and dynamic administrative and organizational superstructure.
    Źródło:
    Teaching English with Technology; 2011, 11, 1; 110-147
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    FACTORS INFLUENCING LECTURER UPTAKE OF E-LEARNING
    Autorzy:
    Fresen, Jill W.
    Powiązania:
    https://bibliotekanauki.pl/articles/941149.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    e-learning
    lecturer uptake
    Opis:
    This paper reports on two research projects, one completed and a partial follow-up study in the early stages of investigation. The first study investigated a range of factors that directly affect the quality of web-supported learning opportunities. The outcome of that study is a taxonomy of critical success factors for quality web-supported learning based on six categories: institutional factors, technical factors, pedagogical factors, instructional design factors, lecturer factors and student factors. The new study takes as starting point one of the categories of the taxonomy, namely lecturer factors. Using appropriate media effectively should be seen as part of the development of personal and teaching proficiencies. However the literature reveals that there remain various barriers to academics adopting learning technologies as a matter of course in their practice and that the uptake of institutional e-learning systems remains in the hands of enthusiasts. Academics need to be supported in investigating the use of appropriate technology to enhance and expand their teaching practices. A research study is underway at Oxford University (UK) to determine the level of uptake of the virtual learning environment, as well as the barriers and limitations that academic staff encounter in moving forward along the technology adoption curve (Moore, 1999).
    Źródło:
    Teaching English with Technology; 2011, 11, 1; 81-97
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL VIRTUAL LEARNING ENVIRONMENTS: PERCEPTION, CONCERNS AND CHALLENGES
    Autorzy:
    Dayag, Joseph Decena
    Powiązania:
    https://bibliotekanauki.pl/articles/569655.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Virtual Learning Environment
    e-learning
    higher education
    Opis:
    Virtual Learning Environment (VLE) is a fad in the 21st century academic landscape. A number of studies found out that students perceive VLEs positively and that VLEs facilitate learning English as a Foreign Language (EFL) and provide an avenue for educators to extend a helping hand to their EFL students. Sustaining VLEs is not an easy task as it raises various concerns and challenges, particularly in the domain of EFL learning. This paper reports on the results of a qualitative study aimed to shed light on the stakeholders’ perception towards VLE as well as the significant concerns and challenges encountered by EFL lecturers and their students on their actual use of VLEs in a higher education institution. Furthermore, the study unveiled the practical tips to create efficient and effective VLEs, based on the suggestions of both the EFL students and their lecturers.
    Źródło:
    Teaching English with Technology; 2018, 18, 4; 20-33
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE E-LEARNING COMPONENT OF A BLENDED LEARNING COURSE
    Autorzy:
    Olejarczuk, Edyta
    Powiązania:
    https://bibliotekanauki.pl/articles/940853.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Computer Assisted Language Learning
    blended learning
    e-learning
    course design
    Opis:
    Using new technologies in the academic field has become more and more visible in Poland in the recent years. In the past, digital learning resources were used as supplementary materials helping to support face-to-face instruction. Nowadays, we have the opportunity not only to apply ‘traditional’ methods but also to use more sophisticated approaches such as e-learning and blended learning (BL) to provide more effective and flexible ways of delivering knowledge to students. E-learning can become a very effective part of ‘blended learning’ where a part of the course content is delivered online. This article provides a brief overview of the basic issues that need to be taken into consideration while designing a blended learning course. More precisely, it focuses on the e-learning aspect of blended learning. It also aims at providing the reader with adopted solutions and encountered problems in the process of BL course design.
    Źródło:
    Teaching English with Technology; 2014, 14, 3; 58-68
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNERS’ PERCEPTIONS AND ATTITUDES TOWARDS L2 VODCASTING TASKS IN AN E-LEARNING PROJECT
    Autorzy:
    Faramarzi, Sajad
    Tabrizi, Hossein Heidari
    Chalak, Azizeh
    Powiązania:
    https://bibliotekanauki.pl/articles/955800.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    e-learning
    listening comprehension
    online learning
    podcasting
    video podcasts
    vodcasting
    Opis:
    The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners’ perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received twelve weeks of treatment which included working on five different genres of vodcasting tasks. Participants received vodcasting tasks via Telegram application and were asked to do them in specific stages. In order to measure the participants’ attitudes and perceptions, a learner engagement questionnaire was electronically distributed. The results revealed that the learners viewed the experience as significantly positive and constructive. It is concluded that the vodcasting technology can be executed independently as it can change the studying habits of learners, facilitate the monitoring process and the assessment system, maximize cooperation among the learners, and improve the relationship between the learners and the instructor.
    Źródło:
    Teaching English with Technology; 2019, 19, 3; 3-21
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    E-LEARNING IN BUSINESS ENGLISH COURSE – RESULTS OF THE QUESTIONNAIRE SURVEY
    Autorzy:
    Kučírková, Lenka
    Jarkovská, Martina
    Powiązania:
    https://bibliotekanauki.pl/articles/955469.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    action research
    e-learning
    qualitative sign
    questionnaire survey
    Opis:
    The paper reflects the real needs and priorities within foreign language teaching at the Faculty of Economics and Management of the Czech University of Life Sciences Prague (CULS), which include the reduction of the lecturer´s direct teaching load and the use of modern ICT technologies within e-learning courses offered to students of all forms of studies. For the purposes of the research, the e-learning Business English course was developed. The objective of the research was to find out students´ opinion on e-learning based on the frequencies of their responses and on their qualitative signs. The research was conducted in accordance with the long-term aim of the CULS Prague, as well as in accordance with the language policy of the European Union, with the national policy of language education and with the long-term aims of the Ministry of Education, Youth and Sports of the Czech Republic.
    Źródło:
    Teaching English with Technology; 2016, 16, 2; 3-17
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BLENDED E-LEARNING AS A REQUIREMENT FOR TEACHING EFL IN A THAI ACADEMIC CONTEXT
    Autorzy:
    Tananuraksakul, Noparat
    Powiązania:
    https://bibliotekanauki.pl/articles/955419.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    blended e-learning
    extrinsic motivation in learning EFL
    positive attitudes toward learning EFL
    Thai academic context
    Opis:
    This paper results from a pilot study in a Thai academic context testing two hypotheses. First, blended e-learning required by an institution can motivate learners extrinsically to learn EFL. Second, blended e-learning can enhance learners’ positive attitudes toward learning EFL. The hypotheses were constructed based on an implication that Thai students generally needed extrinsic motivation in learning driven by their authoritative teachers and past relevant studies that showed positive results. Although the quantitative outcomes support the hypotheses, they are not generalizable. Additionally, required blended e-learning may not be the best teaching tool for this group of EFL learners, for they tend to identify themselves better with social media, especially Facebook.
    Źródło:
    Teaching English with Technology; 2016, 16, 4; 48-55
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A STUDY INTO THE IMPACT OF THE CHOICE OF COGNITIVE AND META-COGNITIVE STRATEGIES AND PODCASTS ON VOCABULARY GAIN AND RETENTION LEVELS IN THE TELEGRAM-BASED E-LEARNING CONTEXT
    Autorzy:
    Elekaei, Atefeh
    Tabrizi, Hossein Heidari
    Chalak, Azizeh
    Powiązania:
    https://bibliotekanauki.pl/articles/955415.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    e-learning
    cognitive strategy
    meta-cognitive strategy
    vocabulary gain
    podcasts
    vocabulary retention
    Opis:
    Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners’ choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the Telegram channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention.
    Źródło:
    Teaching English with Technology; 2020, 20, 2; 98-117
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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