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No. 1 (11)/2016
- Introduction Agnieszka Landowska
- Social education at primary school on example of blog system Jolanta Dobska, Zbigniew Meger
- Action and social aspects of e-learning in view of the action-oriented approach Sylwia Kossakowska-Pisarek
- Role of Online Components in Quality Assurance in Higher Education – Supporting Authentic Communication in Technical English Learning at the Academic Level Iwona Mokwa-Tarnowska
- Analysis of the Influence of Gamification Elements in an E-Learning Course Maciej Pankiewicz
- Gamification – Does It Work? Przemysław Rodwald
- Building Ethos in Online Courses Agnieszka Szurek
- Language learning in 3D virtual worlds – from an empirical study Paweł Topol
- Padlet – a Virtual Wall in Teaching of Technical Vocabulary – Teamwork in Task of Poster Preparation (Case Study) Kamila Wawrzyniak-Guz
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Reviews and reports
- E-edukacja językowa na UW: Języki obce na platformie edukacyjnej COME UW w latach 2003–2015 Monika Galbarczyk
- Międzynarodowy projekt na rzecz kształcenia kadr dla sektora gier na rynku Ukrainy Katarzyna Gdowska, Bartłomiej Gaweł
- Model inteligentnego systemu edukacyjnego rozpoznającego emocje ucznia Agnieszka Landowska, Michał Wróbel
Role of Online Components in Quality Assurance in Higher Education – Supporting Authentic Communication in Technical English Learning at the Academic Level
Abstract
E-learning programmes can help educators in assuring the quality of teaching and learning, and in achieving their goals. The choice of pedagogical practice in online education, which ranges from instructivism, constructivism, constructionism to connectivism, has a substantial role in stimulating authentic students’ communication and interaction. This concerns all university courses, including foreign languages, but particularly English, because over the years it has become the major medium of communication in work context. Thus, both simple e-learning courses with authentic online materials and complex MOOCs can be a rich source of different stimuli initiating authentic communication and interaction in a face-to-face environment, blended learning and web-enhanced learning. The paper aims to analyse the impact of web-enhanced learning on teaching and learning technical English. The ideas presented in the paper are supported by some exemplary tasks and opinions of the students of Gdansk University of Technology who participated in web-enhanced classes.
Direct link to the paper [here]
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