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own sake and development. An LMS is indeed a place for reinforcement of class content but also a place for learners autonomy. In the case of instructors, there are various issues that need to be dealt with aside from the good marketing of the learning platform chosen by the school, institution, or university. The first issue to be taken into account is the instructors teaching presence. Because an LMS is a great tool for blended and hybrid learning, this teaching presence can be achieved in class while the instructor is working with students on a face-to-face teaching format. The success of the LMS also implies social presence. The platform should allow learners to interact with their peers within the LMS via chats, forums, and/or blogs, carefully administered and administrated by the instructor. Finally, to ensure the best use of an LMS, cognitive
presence is the last piece to solve this learning puzzle. This cognitive
element present in the LMS is indeed the interaction of the students and the course learning via the exercises they will find in their learning platform. My experience with Cambridge LMS at Universidad Latina As a Universidad Latina EFL instructor (in Costa Rica) using Cambridge LMS for Touchstone, I came across with some basic tips to make my students learning experience worth-trying. First, a set of realistic LMS work goals was presented to the students. Once learners understood the advantages of using the LMS, a collective action plan was presented to them with
concrete learning outcomes for the term. Secondly, deadlines and how
(in their native language) of the rationale behind the use of the LMS is provided to learners. Through this explanation, students are confronted with the importance of reviewing key structures that are studied along the course. Additionally, the platform allows pupils to reinforce language skills and sub-skills sufficiently. Even student autonomy is placed as a priority in language learning, and the LMS provides users with great chances for autonomous learning.
course provide learners with different channels of communication with their teacher and their peers. Concluding remarks: Surviving bLearning For the neophyte, bLearning can be a real challenge, and this applies to both teachers and students. Part of participants survival is directly linked to their understanding of roles. If roles are not well comprehended by instructors and learners, the experience can be traumatic and disastrous. Both participants (teachers and pupils) must keep in mind the course goals, which can be greatly enhanced by the LMS if worked correctly, with deadlines and their corresponding evaluations. Deadlines imply for students that procrastination is detrimental to their course performance and final grade. But on top of everything, both instructors and learners have to enjoy the experience of working independently (autonomous learning) and of having a great tool that can trigger some great language reinforcement, consolidation, and learning.
To fully develop and comprehend this teaching issue, its advisable to research and expand these areas:
1 2 3 4 5
Time management techniques LMSs in language learning The LMS and learner autonomy LMS Teachers role Motivation in a VLE environment
Professor Jonathan Acua-Solano ELT Instructor & Trainer based in Costa Rica IATEFL Member and NCTE Affiliate Resource Teacher at CCCN Senior ELT Professor at Universidad Latina Freelance ELT Consultant four OUP in Central America For further comments or suggestions, reach me at: @jonacuso Twitter jonacuso@gmail.com Gmail Other blogs and sites I often write for my students at the university are:
1. Pronunciation 1
3. Pronunciation 2
2. Readding Skills 1
4. Computering Applications in Education