blended learning iscar rome 2011
DESCRIPTION
Blended Learning implementation challenges in the Languages Undergraduate Course on the grounds of the Activity Theory Adolfo Tanzi Neto - TEED/ PUCSP Angelita Quevedo – TEED/ PUCSP Abstract: The ongoing research has been developed since 2009 on the grounds of the Activity Theory (Engeström, 1987) in the Language Learning Undergraduate courses of the Pontifical Catholic University of São Paulo. Having the activity theory as its main theoretical background, our objective is a) to investigate the contradictions in the activity of implementing blended-learning disciplines from the point of view of the student, b) to analyze the virtual language learning students’ profile as far as the competences and skills needed for learning in digital environments, c) to identify the most frequent contradictions in the activity system and d) to suggest improvements that could be implemented in the system in focus. Our research context deals with first-year students in their first e-learning discipline: Digital technologies and our data is based on the relations that have appeared in the activity system. A preliminary analysis has identified three types of virtual students’ profiles and the existence of primary and secondary contradictions as to the subject, tool and rules vertices. Key words: Activity Theory, blended learning, learning virtual environments Information and Communication technologies have been transforming our social relations in the world of work, entertainment and school. They are important tools for research, education and social relationships. From the point of view of the Activity Theory (Leontiev, 1978; Engeström, 1987, 1997; Cole, 1997; Davydov, 1999), we could say we are facing the challenge of appropriating new cultural and material tools. As a consequence, we face new forms of thinking and understanding the world, new ways of solving problems, of living and acting in virtual communities, of searching for information and of building knowledge. Blended-learning has been implemented in some Brazilian university institutions as a tertiary contradiction and consequently, the undergraduate student has been forced to deal with this new situation. The Languages Undergraduate course of the Pontifical Catholic University of São Paulo has introduced eight blended-learning disciplines in the Language curriculum since 2006. By implementing this kind of learning we have the opportunity to form qualified future teachers that will be able to deal with technology in their professional lives. This paper is based on a research that has been carried out in the undergraduate Language Course of the Pontifical Catholic University of São Paulo. Having the activity theory as its main theoretical background, our objective is a) to investigate the contradictions in the activity of implementing blended-learning disciplines from the point of view of the student, b) to analyze the virtual language learning students’ profile as far as the competeTRANSCRIPT
ISCAR Rome 2011
Angelita Quevedo / Adolfo Tanzi NetoCEAD/ PUCSP/ TEED
Blended Learning Implementation Challenges in the Languages
Undergraduate Course on the Grounds of the Activity Theory
PresentationStructure
INTRODUCTION
RESEARCH SETTINGS
METHODOLOGICAL PROCEDURES
FINDINGS
CONSIDERATIONS
Work School Entertaining
Information and Communication technologies
Research and social relations
Challenge of appropriating new cultural and material tools
New forms of
Building knowledge
Living and acting in
virtual communities
Thinking and understanding
the world
Solving problems and searching for information
2007- today :B-learning Research based on AT
Objectives:
To investigate the
contradictions in the activity of implementing
blended-learning
disciplines from the point of view
of the student.
To analyze the virtual language
learning students’ profile
as far as the competences
and skills needed for learning in
digital environments.
To identify the most frequent
contradictions in the activity system and
suggest improvements that could be
implemented in the system in
focus.
To suggest improvements that could be
implemented in the system in
focus.
Participants
96 first-year Languages Undergraduate students enrolled in the discipline: Digital Technologies, distributed in 5 digital classes
Morning group: 41
Evening group: 55
Research Activity System
Data collection based on
Written messages posted in
Forum: Expectations [FE]
Forum: Help [FH]
Forum: Small Talk [FST]
1. Have you ever done a distant course before? Have you ever studied with the help of Internet? How was your experience?
2. What are your expectations to this discipline? What are your worries?
Data collection based on
Assessment given by the teachers:
Tasks
Participation in 3 forums
Group work
Final test
Analysis procedures
Contradictions found in the activity system
Focus on Primary and Secondary [most frequent ones]
Semantic Content analysis made on the students’ messages
Students’ performance assessed by their teachers throughout the discipline
Contradictions found in the activity system
Primary Secondary
Low personal value to distant courses X social demand value
Tools: Learning Virtual Environment [Moodle]/ computers
Communication between teacher-student
Rules: tasks [delivery schedule, correction, grades]; amount of time spent to study
Primary Contradiction
Students think distant learning is not to be seen as serious learning
Evening group: age, social-economic status, computer literacy, Internet skills
Morning group: internet focus shift – entertainment to study.
Morning group [41 students] Evening group [55 students]
47% 32% Less computer-literate
Secondary Contradictions
Subject-tools Computer to entertain X to study
Level of computer literacy and Internet skills
Course design
VLE Interface
Subject-Labor division Communication [teacher-students]: students felt
teachers’ communication could be more frequent
Subject-Rules Amount of time required to study
Students’ profiles/ attitudes towards B-learning
Initial profile definitionInitial profile definition
Open
Semi-Open
Closed
Open
Semi-Open
Closed
Students’ profile/ attitudesOpenPositive adjectives and expressions towards Distant Learning [DL]
“...foruns are really helpful to make people at ease, because Ihardly speak in class. I write a loooooooottttt in forunsHahahahahahahaha. Sorry for my long texts.”
“the most interesting aspect of distant courses is that due tothe fast technology development we can really have accessto content from anywhere !”
Semi-OpenWords and expressions that show some restrictions to DL
“ I still wonder how personal interaction will be during the course...”“I believed that this kind of course [distant course] wouldn’t be worthwhile.”
ClosedNegativeadjectives and expressions towards DL
“I believe that distant courses can never substitute traditionalclasses.”“Distant learning doesn’t contribute to teacher-student relationship. Teacher-student relationship is cold and distant. Don’t tell me that the teacher communicates more … a contact made via machine is not a real contact….”
41%
47%
12%
Evening group – teacher C
Aberto
Semi-aberto
Fechado
53%
26%
21%
Aberto Semi-aberto
Fechado
Evening group – teacher D
35%
55%
10%
Evening group – teacher E
Aberto
Semi-aberto
Fechado
OpenSemi-openClosed
Open
Closed
Semi-open
Open
Semi-open
Closed
Profile/attitude influence throughout the course
1st. Webquest 1st. Test Final Test Participation Final Grade
Closed attitude – student overcomes negative attitude and passes the discipline
Module 1 Module 2 1st. Test Module 3 Module 4 Final Grade
Semi-open: helped by community to overcome fear and insecurity felt at the beginning
1st. Webquest 1st. Test Final Test Participation Final Grade
Open attitude: difficulties with VLE and computers – helped by community
Module 1 Module 2 1st. Test Module 3 Module 4 Final Grade
Some considerations
Importance of the virtual learning community
Interaction among its members
Help to overcome difficulties
Element of transformation [students’ initial attitudes towards B-learning]
Importance of the course design adopted
Language instructions
Resources used [Agenda, forums, chat, etc.]
Teacher’s mediation skills
