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Universida

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Ever Vasquez

on 27 November 2013

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Transcript of Universida

Universidad de Oriente
UNIVO

RESEARCH TOPIC:
“Fostering Reading and Writing Skills Through Asynchronous and Synchronous E-learning Tools for Third-year Students of the Bachelor’s Degree in English at Universidad de Oriente, San Miguel”
SPECIFIC ADVISOR:
LICDA. Flor de Maria de Olivares

RESEARCH GRADUATION PROJECT PRESENTED BY:
Lizama López, Franklin Jonathan
Sánchez Sánchez, Francisco
Vásquez Canales, Ever Javier



The aim of education has changed a little bit since everybody is living in the 21st century. Now the aim of education in this century is to prepare learners to be aware with the new advantages that technology offers, so students and educators must take it into account in order to get prepared and being competent in the coming future.

Living in a high-tech world and not being able to use the technological advances.
Students are "Digital Natives", they need technology in their lives.
Teachers are "Digital Immigrants", unable to handle high-tech devices.

To what extent the use of the Asynchronous and Synchronous E-learning tools improve the reading and writing skills in the third-year students of the Bachelor’s Degree in English at Universidad de Oriente, San Miguel?

E-learning tools can be excellent aids in the classroom
These tools allow teachers and students to:
Keep in contact
Clear doubts that were not taken into account during the class due to the lack of time.

The population that was taken into account to perform this study was located in San Miguel city, and consisted of the third-year students from the Bachelor’s Degree in English at Universidad de Oriente.

E-learning is referred to the use of networked information and communications technology in teaching and learning.

To foster reading and writing skills through Asynchronous and Synchronous E-Learning tools for third-year students of the Bachelor’s degree in English at Universidad de Oriente, San Miguel.

To verify the Asynchronous and Synchronous E-Learning tools that help in the reading and writing skills.
To provide some practice of Asynchronous and Synchronous e-learning tools to improve reading and writing skills.

In October 1999, during a CBT Systems seminar in Los Angeles, a strange new word was used for the first time in a professional environment ‘e-Learning’.
The development of the e-Learning revolution arose from a number of other educational revolutions such as:
The invention of reading & writing
The emergence of the profession of teacher/scholar
The development of moveable type (print technology)
The development of electronic technology.
Like most successful technology areas, synchronous e-Learning emerged to fill a need and then expanded to provide options previously unavailable to early adopters. Its roots derive from three main influences: the classroom, the media, and the conference.
As the name “virtual classroom” indicates, highly interactive forms of synchronous e-Learning were developed to emulate the classroom experience.

E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning.

Online Learning
Virtual Learning
Distributed Learning
Network and Web based learning
The term e-learning comprises a lot more than the terms shown before. The letter “e” in e-learning stands for the word “electronic”.

Individualized Self-paced E-learning Online

It refers to situations where an individual learner is accessing learning resources such as a database or course content online via an Intranet or the Internet. A typical example of this is a learner studying alone or conducting some research on the Internet or a local network.

Individualized Self-paced E-learning Offline

It refers to situations where an individual learner is using learning resources such as a database or a computer-assisted learning package offline (i.e., while not connected to an Intranet or the Internet). An example of this is a learner working alone off a hard drive, a CD or DVD.

Group-based E-learning Synchronously

It refers to situations where groups of learners are working together in real time via an Intranet or the Internet. It may include text-based conferencing, and one or two-way audio and videoconferencing. Examples of this include learners engaged in a real-time chat or an audio-videoconference.

Group-based E-learning Asynchronously

It refers to situations where groups of learners are working over an Intranet or the Internet where exchanges among participants occur with a time delay (i.e., not in real time). Typical examples of this kind of activity include on-line discussions via electronic mailing lists and text-based conferencing within learning managements systems.

Class work can be scheduled around work and family
Students can study anywhere they have access to a computer and Internet connection
Self-paced learning modules allow students to work at their own pace.
Develops knowledge of the Internet and computers skills that will help learners throughout their lives and careers
Successfully completing online or computer-based courses builds self-knowledge and self-confidence and encourages students to take responsibility for their learning.

Learners with low motivation or bad study habits may fall behind
Without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines
Students may feel isolated from the instructor and classmates
Instructor may not always be available when students are studying or need help
Slow Internet connections or older computers may make accessing course materials frustrating

Commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the same time.

Commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and teachers experience synchronous e-learning as more social and avoid frustration by asking and answering questions in real time.Synchronous sessions help e-learners feel like participants rather than isolates.

It is a free platform for creating users’ own micro social network in a Twitter-like format.
It is similar to blogging. Users can write short questions, announcements, or thoughts for others to reply to.
It is safe for students, and teachers are able to monitor all the activity that takes place.

Google Docs is a free, Web-based word processor, spreadsheet, presentation, form, and data storage service offered by Google.
Writely was a web-based word processor created by the software company Upstartle and launched in August 2005.
Spreadsheets, launched as Google Labs Spreadsheets on June 6, 2006, originated from the acquisition of the XL2Web product by 2.0 Web Technologies.

Discussion or bulletin boards are commonly provided in Virtual Learning Environments (VLEs) such as Blackboard and WebCT.
Discussions are threaded: in other words, the relationship between a message and the responses posted to it is displayed graphically on screen in a way that gives a meaningful structure to a discussion or activity. Discussions are also recorded, enabling students and the tutor to return to discussions.

Boom Writer is a new and innovative web based tool that belongs to an education technology company focused on collaborative storytelling and book publishing.
It promotes literacy and creative writing within schools through the use of technology.
It provides an engaging platform that inspires students to become master storytellers through collaborative writing projects.

Proboards allow students and teachers to:
Contact tutors on an individual basis;
Collaborate on and share tasks, including the exchange of files;
Contact students individually;
Provide an answer to an individual question to all students;
Put students into tutor or other groups to work together;
Facilitate collaborative discussions and activities;
Provide reminders and information.

The use of Asynchronous and Synchronous e-learning tools improves the reading and writing skills in the third-year students of the Bachelor’s degree in English at Universidad de Oriente in San Miguel.
Independent Variable:
Asynchronous and Synchronous E-learning tools

Dependent Variables:
Reading and Writing

For the development of this Project, a Mixed Method Research was carried out. “A mixed methods study involves the collection or analysis of both quantitative and/or qualitative data in a single study in which the data is collected concurrently or sequentially, are given a priority, and involve the integration of the data at one or more stages in the process of research.

It was decided to use the mixed methods giving priority to the qualitative method because it was not pretended to measure knowledge students had about computer technology or e-learning tools, but it was intended to foster the use of the Asynchronous and Synchronous e-learning tools for improving the reading and writing skills.

In order to perform this project, an action research was done. In action research various types of research methods were used, for example: the diagnostic and evaluating stage questionnaires, rubrics and self-assessment checklists.

With the present research the group tried to identify which E-learning system was appropriated to use among teachers and students for the improvement of reading and writing skills by applying a workshop where the E-learning tools belonging to every E-learning system were developed.
Exciting

Energetic

Enthusiastic

Emotional

Excellent

Dr. Bernard Luskin
Educational

The population that was taken into account for this research consisted of 30 out of 90 from the third-year of the Bachelor’s Degree in English at Universidad de Oriente.
The sampling method that was used to obtain the sample for this research was the Convenience Sample. “[It] is a group of individuals who (conveniently) are available for study.”
The sample consisted of 30 students out of a population of 90 students enrolled in the third-year Bachelor’s Degree in English.

After collecting and processing data, a detailed description and its correspondent analysis follows, and the interpretation of the results is shown in tables and graphs that support the information to give an explanation and make a comparison about them.

Question 1:
Have you ever used wikis?

How often?

What do you use them for?

Question 5:
Have you ever used E-mail?

How often?

What do you use it for?

Question 10:
Have you ever used Social Networking?

How often?

What do you use it for?

Question 1:
I recognized the main ideas of all written conversations given by Proboards.

Question 5:
I distinguished between literal and implied meaning in all written texts given by the Proboards.

Question 10:
I prefer to take some time to read and respond online to my classmate or friends by using Asynchronous tools.

Formalized correspondence education (or distance learning) first took advantage of the postal system.
Isaac Pitman
Shorthand
It is an abbreviated symbolic writing method.

World War II, the branches of the US military produced hundreds of training films.
Online asynchronous learning began with schools and universities.
Seymour Papert
LOGO Programming Language

Arrival of the first telecampuses, with universities offering courses and entire degree plans through a combination of Synchronous and Asynchronous online instruction.
At the end of the 90s the learning management systems (LMS) were used.
Other LMSs became popular
They allowed teachers and students to:
exchange learning materials
do tests
communicate with each other in many ways
track and trace the progress
The use of Asynchronous and Synchronous e-learning tools improves the reading skills. 

The use of Asynchronous and Synchronous e-learning tools improves the writing skills.
According to the type of research that was developed, it was considered of vital importance to apply the Survey technique and the content analysis.
TECHNIQUES FOR DATA ANALYSIS
The technique used for analyzing the collected data was Triangulation.
PROCEDURE FOR THE DATA ANALYSIS
After the data was obtained, the results of the instruments applied at the beginning, during and end of the workshop were compared and contrasted.
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