Examinando por Materia "Aprendizaje autodirigido"

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  • Miniatura
    PublicaciónAcceso abierto
    Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
    (Universidad de Córdoba, 2025-01-16) Rogers Hernández, Johny Enrique; Herrera Naranjo, Sol Jashmed; Sol Jashmed Herrera Naranjo
    This research delves into the transformative impact of Massive Open Online Courses (MOOCs) on English language learning within the Colombian context. MOOCs have revolutionized education globally, offering accessible and flexible learning opportunities through online courses. Originating in 2008, MOOCs have evolved into valuable tools for self-directed language learning, especially in English. This study aims to address the limited attention given to MOOCs in the Colombian educational landscape and their potential to enhance language learning outcomes. Drawing from existing literature, the research explores methodology, relevance, and impact of MOOCs in language education, focusing on collaborative learning and cultural considerations. In the Colombian context, MOOCs currently lack prominence, hindering comprehensive evaluation processes and impeding active participation in teaching-learning activities. The study poses the question: What is the impact of MOOCs on English language learning in a Colombian context? By answering this question, the research seeks to contribute to the limited body of knowledge regarding the use of MOOCs as technological tools for foreign language learning, specifically in the context of English in Colombia.
  • Miniatura
    PublicaciónAcceso abierto
    Self-directed learning through new literacies: the case of a teacher of English as a foreign language
    (Universidad de Córdoba, 2024-04-01) Márquez Sánchez, Jeimmy J.; Jerez Rodríguez, Sonia María; Valle Zapata, Liliana Beatriz; Racero Diz, José María
    Educators have been using new literacies as new opportunities for professional learning and networking. Thus, this qualitative case study explores an English language teacher's self- directedness to learn and improve his teaching practice through his new literacies, as the type of literacy constructed to stay tuned with the demands of teaching English as a foreign language. Data was collected through semi structured interviews and class observations. The results shed light on the teacher's characteristics of self-directness which facilitated the inclusion of new literacies for learning. These were found to be opportunities to share content and knowledge with peers and students. The participant teacher also revealed his continuous construction of a literacy that goes beyond two independent skills: reading and writing. Instead, there is a view of literacy as a social practice that includes new literacies that include multiple text types using different semiotic languages representing meaning linguistically, visually, spatially, or otherwise to interact with different people. Furthermore, his literacy allows him to have strategies to evaluate the content he searches and has also given him different roles such as watcher, consumer or producer. The findings also suggest that Byron has become digitally literate, and this demands being “information savvy” and capable of identifying when information is needed, how to locate it, and how to use it effectively. These findings create an invitation for education systems to think differently about teachers' new literacies and the self-directed learning that happens through them. These can no longer be underestimated but rather seem as a means of professional learning in these times of change not only for the English language teaching but education in general.