Una experiencia de enseñanza de inglés en línea durante la pandemia del covid-19: resultados preliminares

Sergio Alonso Lopera Medina

doi:10.17533/udea.lyl.n80a13

Autores

Sergio Alonso Lopera Medina Universidade de Antioquia

DOI:

https://doi.org/10.17533/udea.lyl.n80a13

Palavras-chave:

ensino remoto de emergência (ERT), covid-19, ensino da língua inglesa, aprendizado online, língua estrangeira

Resumo

Este artigo apresenta os resultados preliminares de uma experiência de ensino remoto de emergência (ERT) (Hodges, Moore, Lockee, Trust & Bond, 2020) de um professor de línguas estrangeiras durante a pandemia de covid-19. Com base em uma metodologia qualitativa, foram encontradas barreiras tecnológicas e educacionais, tais como participação em videoconferência, implementação de tarefas reais, uso de humor e motivação estudantil. Conclui-se que o professor ganhou confiança e experiência em um ambiente interativo. Finalmente, recomenda-se a promoção da interação e da avaliação alternativa e formativa na aula.

|Resumo

= 793 veces | PDF (ENGLISH)

= 535 veces| | HTML (ENGLISH)

= 0 veces|

Downloads

Não há dados estatísticos.

Biografia do Autor

Sergio Alonso Lopera Medina, Universidade de Antioquia

PhD em Lingüística (Universidade de Antioquia, Colômbia). Professor em tempo integral na Escola de Línguas (Universidade de Antioquia, Colômbia). Membro do Grupo Regional de Estudos Lingüísticos (GELIR) da mesma universidade.

Referências

Algahtani, A. F. (2011). Evaluating the Effectiveness of the e-Learning Experience in Some Universities in Saudi Arabia from Male Students’ Perceptions. (Durham theses), Durham University.

Ananga, P. & Kofi, I. (2017). Comparing Face-to Face and Online Teaching and Learning in Higher Education. MIER Journal of Educational Studies, Trends & Practices, 7(2), 165-179.

Arkorful, V. & Abaidoo, N. (2014). The Role of e-Learning, the Advantages and Disadvantages of Its Adoption in Higher Education. International Journal of Education and Research, 2(12), 397-410.

Bakar, F. & Kumar, V. (2019). The Use of Humor in Teaching and Learning in Higher Education Classrooms: Lecturers’ Perspectives. Journal of English for Academic Purposes, 40, 15-25.

Bates, A. W. & Sangra, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Francisco: Jossey Bass.

Bengtsson, L. (2019). Take-Home Exams in Higher Education: A Systematic Review. Educ. Sci., 9, 267.

Benton, S. L., & Cashin, W. E. (2012). Student Ratings of Teaching: A Summary of Research and Literature. Manhattan, KS: The IDEA Center. http://www.theideacenter.org/sites/default/files/idea-paper_50.pdf

Berge, Z. L. (1995). Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology 35(1), 22-30.

Brabazon, T. (2012). The Magic of Face-to-Face Teaching. Times Higher Education. http://www.timeshighereducation.co.uk/story.asp?storyCode=403280&section code=26

Brown, B. W. & Liedholm, C. E. (2002). Can Web Courses Replace the Classroom in Principles of Microeconomics? The American Economic Review, 92(2), 444-448.

Bowen, W. G. (2013). Higher Education in the Digital Age. Princeton University Press.

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multicultural Matters.

Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1-47.

Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Applied Linguistics, 6(2), 5-35.

Chen, N.-S., Ko, H.-C., Kinshuk, & Lin, T. (2005). A Model for Synchronous Learning Using the Internet. Innovations in Education and Teaching International, 42(2), 181-194.

Creasman, P. A. (2012). Considerations in Online Course Design. Manhattan, KS: The IDEA Center. http://www.theideacenter.org/sites/default/files/idea_paper_52.pdf

Creswell J. (2014). Research Design, Qualitative, Quantitative and Mixed Approaches. Thousand Oaks: SAGE Publications Inc.

Creswell, J. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. United States: Pearson/Prentice Hall.

Denzin N. & Lincoln Y. (2018). The SAGE Handbook of Qualitative Research. California: SAGE Publications.

Doghonadze, N. & Demir H. (2013). Critical Analysis of Open-Book Exams for University Students. Proceedings of ICERI2013 Conference, Seville, Spain.

Drouin, M. (2012). What’s the Story on Evaluations of Online Teaching? In M. E. Kite (Ed.), Effective Evaluation of Teaching: A Guide for Faculty and Administrators (pp. 60-70). Washington, D.C.: Society for the Teaching of Psychology. http://www.teachpsych.org/Resources/Documents/ebooks/evals2012.pdf

Dykman, C. A. & Davis, C. K. (2008). Online Education Forum: Part two - Teaching Online versus Teaching Conventionally. Journal of Information Systems Education, 19(2), 157-164.

Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.

Esani, M. (2010). Moving from Face-to Face to Online Teaching. Educational Technology, 23(3), 187-190.

Garfield, J. (1993) Teaching Statistics Using Small-Group Cooperative Learning. Journal of Statistics Education, 1(1), DOI: 10.1080/10691898.1993.11910455

Garrison D., Anderson, T., & Archer W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance education. American Journal of Distance Education, 15, 7-23.

Guri-Rosenblit, S. (2018). e-Teaching in Higher Education: An Essential Prerequisite for e-Learning. Journal of New Approaches in Educational Research, 7(2), 93-97.

Haverkate, H. (2004). El análisis de la cortesía comunicativa, categorización pragmalingüística de la cultura española. En Bravo, D. & Briz, A. (Eds.), Pragmática sociocultural. Estudios sobre el discurso de cortesía en español (pp. 55-65). Barcelona: Ariel.

Hockly, N. (2015). Developments in Online Language Learning. ELT Journal, 69(3), 308-313.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergencyremote-teaching-and-online-learning

Instituto Cervantes, (2002). Enfoque comunicativo. https://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/enfoquecomunicativo.htm

Kosak, L., D. Manning, E. Dobson, L. Rogerson, S. Cotnam, & S. Colaric (2004). Prepared to Teach nline? Perspectives of faculty in the University of North Carolina system. Online Journal of Distance Learning Administration, 7(3), (Fall 2004). State University of West Georgia, Distance Education Center.

Li, F. (2015). Teaching and Learning English by Doing. International Journal of Language and Linguistics,

(5), 156-162.

Likitrattanaporn, W. (2017). The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing. English Language Teaching, 10(7), 96-103.

Lopera, S. (2016). Análisis sociolingüístico y pragmático de los cumplidos en una población universitaria de Medellín, Colombia. (Tesis de doctorado), Universidad de Antioquia, Medellín, Colombia.

Lopera. S. (2014). Comparación de un curso de competencia lectora en inglés como lengua extranjera (ELE) en dos modalidades: distancia/virtual y presencial. Núcleo, 31, 147-175.

Lorenzetti, J. (2013.) Academic Administration - Running a MOOC: Secrets of the World’s Largest Distance Education Classes. Magna Publications.

Merriam S. (1998). Qualitative Research and Case Study Applications in Education (2nd edition) San Francisco: Jossey-Bass Higher & Adult Education Series.

MacDonald, J. (2001). On-Line learning: A Radical Pedagogy? Adults Learning, 12(5), 271--289.

Moore, M. & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (What’s New in Education?). Belmont, KY: Wadsworth Cengage Learning.

Muñoz, J. & González, A. (2010). Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers. Profile, 12(2), 69-85.

Nussbaum, M. (2002). Education for Citizenship in an Era of Global Connection. Studies in Philosophy and Education, 21, 289-303.

Osorno, J. & Lopera S. (2012). Interaction in an EFL Reading Comprehension Distance Web-Based Vourse.

Ikala, 17(1), 45-59.

Ossiannilsson, E. (2017). Leadership in Global Open, Online, and Distance Learning. In J. Keengwe & P. H. Bull (Eds.), Handbook of Research on Transformative Digital Content and Learning Technologies (pp. 345-373). Hershey: IGI Global.

Paskey, J. (2001). A Survey Compares Two Canadian MBA Programs, One Online and One Traditional. The Chronicle of Higher Education. http://chronicle.com/free/2001/04/2001042601u.html

Picón-Jácome, E. (2013). La Rúbrica y la Justicia en Evaluación. Ikala, 18(3), 79-94.

Pineda Hoyos, J. E., & Tamayo Cano, L. H. (2016). e-Moderating and e-Tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-Service Teachers. PROFILE Issues in Teachers’ Professional Development, 18(1), 97-114. http://dx.doi.org/10.15446/profile.v18n1.44269

Ramberg, J. & Modin, B. (2019). School Effectiveness and Student Cheating: Do Students’ Grades and Moral Standards Matter for this Relationship? Social Psychology of Education, 22, 517-538. https://doi.org/10.1007/s11218-019-09486-6

Reisetter, M., Lapointe, L., & Korcuska, J. (2007). The Impact of Altered Realities: Implications of Online Delivery for Learners’ Interactions, Expectations and Learning Skills. International Journal on E-Learning, 6(1), 55-81.

Redmon, P. (2011). From Face-to-Face Teaching to Online Teaching: Pedagogical Transitions. Proceedings Ascile 2011 Hobart, 1050-1060.

Savignon, S. (2001). Communicative Language Teaching for the Twenty-First Century. In Celce-Murcia, M. (Ed.), Teaching English as a Second or Foreign Language. (pp. 13-28). Boston: Heinle & Heinle.

Scagnoli, N. I., Buki, L. P., & Johnson, S. D. (2009). The Influence of Online Teaching on Face-to-Face Teaching Practices. Journal of Asynchronous Learning Networks, 13(2), 115-128.

Shohamy, E. (2001). Democratic Assessment as an Alternative. Language Testing, 18(4), 373-391.

Solimeno, A., Mebane, M. E., Tomai, M., & Francescato, D. (2008). The Influence of Students and Teachers Characteristics on the Efficacy of Face-to-Face and Computer Supported Collaborative Learning. Computers & Education, 51, 109-128.

Stacey, E. & Wiesenberg, F. (2007). A Study of Face-to-Face and Online Teaching Philosophies in Canada and Australia. Journal of Distance Education, 22(1), 19-40.

Stake, R. (1998). The Art of Case Study Research. Thousand Oaks: SAGE Publications, Inc.

Stern, B. S. (2004). A Comparison of Online and Face-to-Face Instruction in an Undergraduate Foundations of American Education Course. Contemporary Issues in Technology and Teacher Education, 4(2), 196-213.

Stufflebeam, D. & Zhang G. (2017). The CIIP Evaluation Model. How to Evaluate for Improvement and Accountability. New York: Guilford Publications.

Szeto, E. (2011). Transforming Learning and Teaching in Higher Education: The Impact of ICT on Pedagogy, Peer Interaction and Support in a Networked Virtual Learning Environment. International Journal of Learning, 17(11), 205-214.

Van den Branden, K. (Ed.) (2006). Task-Based Language Education: From Theory to Practice. Cambridge: Cambridge University Press.

Weiner, C. (2003). Key Ingredients to Online Learning: Adolescent Students Study in Cyberspace – The Nature of the Study. International Journal on E Learning, 2(3), 44-50.

Yin, R. (2003) Case Study Research. Design and Methods, (3rd edition) Thousand Oaks, CA: SAGE Publications.