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Internship at University of Córdoba

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dc.contributor.advisorPaz Wechek, Martha Elvira
dc.contributor.authorFlórez Olascuaga, Cristina Esther
dc.date.accessioned2020-12-02T01:23:53Z
dc.date.available2020-12-02T01:23:53Z
dc.date.issued2020-11-29
dc.description.abstractThis internship was carried out at the University of Cordoba with the Saber pro program with the purpose of enhancing students' level of proficiency in English; so as they could have a better performance at the test in this component. Nevertheless, due to the COVID-19, the internship changed its stream into a virtual context, in which the implementation of platforms and apps had to be adapted to develop the course; plus, it was made use of synchronous and asynchronous lessons. My report is based on the pedagogies of Flipped learning, Remote Teaching, E-Learning which are pointed out in the following chapters.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPráctica empresarialspa
dc.description.tableofcontentsIntroduction ............................................................................................................. 5spa
dc.description.tableofcontentsChapter I: Teaching Pedagogies ............................................................................ 7spa
dc.description.tableofcontentsChapter II: Methodology ...................................................................................... 10spa
dc.description.tableofcontentsChapter III: Results and gains .............................................................................. 14spa
dc.description.tableofcontentsChapter IV: Conclusions and recommendations ............................................... 19spa
dc.description.tableofcontentsChapter V: Limitations ........................................................................................... 21spa
dc.description.tableofcontentsReferences .............................................................................................................. 23spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3733
dc.language.isoengspa
dc.publisherUniversidad de Córdobaspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsIntershipeng
dc.subject.keywordsSaber Proeng
dc.subject.keywordsICFESeng
dc.subject.keywordsCross-curricular courseeng
dc.subject.proposalInternadospa
dc.subject.proposalSaber Prospa
dc.subject.proposalICFESspa
dc.subject.proposalCurso transversalspa
dc.titleInternship at University of Córdobaspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesBaviskar 1, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. International Journal of Science Education, 31(4), 541-550.spa
dcterms.referencesBozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), ivi.spa
dcterms.referencesChen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.spa
dcterms.referencesHaron, N. N., Zaid, Y. H., & Ibrahim, N. O. (2015). E-Learning as a Platform to Learn English among ESL Learners: Benefits and Barriers. Research in Language Teaching and Learning, 7, 79-105.spa
dcterms.referencesInsuasty C, A (2020). Enhancing Reading Comprehension through an Intensive Reading Approach. HOW Journal, 27(1), 69-82. https://doi.org/10.19183/how.27.1.518spa
dcterms.referencesNation, P. (2004). Vocabulary learning and intensive reading. English Australia Journal, 21(2), 20.spa
dcterms.referencesPudin, C. S. J. (2017). Exploring a flipped learning approach in teaching grammar for ESL students. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 51-64.spa
dcterms.referencesSanderson, P. E. (2002). E-Learning: strategies for delivering knowledge in the digital age.spa
dcterms.referencesShim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119, 105578.spa
dcterms.referencesThe ultimate guide to online learning. (n.d) n/a. https://offers.tophatlecture.com/rs/566-JGI- 821/images/TopHat_eBook_OnlineTeachingGuide.pdfspa
dcterms.referencesYuen, A. H. K., & Ma, W. W. K. (2008). Exploring teacher acceptance of elearning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229– 243. doi:10.1080/13598660802232779spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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