Incorporating instructional design to pre-service online teaching English as a Foreign Language in Moodle.
DOI:
https://doi.org/10.54167/qvadrata.v4i7.942Keywords:
experiential learning, online learning, instructional design, David Merrill Model, EFL.Abstract
Implementing virtual field experiences for online language learning has long been recommended as part of an early English language teachers’ preparation, by authors like Compton and more recently Ottenbreit-Leftwich et al. This article reports a case study whose general objective was to obtain theoretical and practical experience elements, for the design and implementation of a didactic sequence for online teaching of English as a foreign language (EFL), B1 level in a course hosted in Moodle. A preliminary research cycle, where a group of experts in online learning was interviewed (n=11), helped a pre-service teacher to do further documentary research to learn about the concept of instructional design. The result was designing and implementing a didactic sequence for a university English language course following David Merrill’s Model of instructional design. This way the pre-service language teacher identified and practiced the necessary knowledge and basic skills for online language learning and teaching via Moodle, as well as the interactions and roles that were promoted. Finally, awareness was also raised about the need of incorporating content and activities that better account for the needs posed by different ability levels in the classroom.
References
Aikina, Tatiana and Bolsunovskaya, Liudmila. “Moodle-Based Learning: Motivating and demotivating factors”. International Journal of Emerging Technologies in Learning (IJET), vol.15, no. 02, 2020, pp.239-248. dx.doi.org/10.3991/ijet.v15i02.11297
Alammary, Ali, Sheard, Judy and Carbone, Angela. “Blended learning in higher education: Three different design approaches”. Australasian Journal of Educational Technology, vol.30, no.4, 2014, pp. 440-454. doi.org/10.14742/ajet.693
Arshavskiy, Marina. Instructional design for e-learning. 2013. www.yourelearningworld.com, 2014.
Beaven, Tita, Emke, Martina, Ernest, Pauline, Germain-Rutherford, Aline, Hampel, Regine, Hopkins, Joseph, Stanojevic, Mateusz M., and Stickler, Ursula. “Needs and Challenges for Online Language Teachers. The ECML project DOTS”. Teaching English with Technology: A Journal for Teachers of English, vol.10, no.2, 2010, pp.5–20. ocw.uoc.edu/webapps/o2/bitstream/10609/115686/2/Ernst_Hopkins_TET_Needs.pdf
Bliuc, Ana María, Goodyear, Peter and Ellis, Robert. A. “Research focus and methodological choices in studies into students’ experiences of blended learning in higher education”. The Internet and Higher Education, vol.10, no.4, 2007, pp. 231-244. doi.org/10.1016/j.iheduc.2007.08.001
Compton, Lily. K.L. “Preparing Language Teachers to teach Language Online: A look at Skills, Roles, and Responsibilities”. Computer Assisted Language Learning, vol.22, no.1, 2009, pp. 73-99. doi.org/10.1080/09588220802613831
Delgado Seliz, Zayra Y. Interview. Conducted by AUTHOR, 14 August 2018.
Easton, Susan. “Clarifying the Instructor’s role in Online distance learning”. Communication Education, vol.52, no.2, 2003, pp. 87–105. www.tandfonline.com/doi/abs/10.1080/03634520302470
Ertmer, Peggy, Ottenbreit-Leftwich, Anne. T., Sadik Olgun, Sendurur, Emine, and Sendurur, Polat. “Teacher beliefs and Technology integration practices: A critical relationship”. Computers and Education, vol.59, no.2, 2012, pp. 423–435. doi.org/10.1016/j.compedu.2012.02.001
Flores, Alicia. Interview. Conducted by AUTHOR, 13 August 2018.
García Gómez, María P. Interview. Conducted by AUTHOR, 13 August 2018.
Garrison, D. Randy, Anderson, Terry., and Archer, Walter. “Critical inquiry in a text–based environment: Computer conferencing in higher education”. The Internet and Higher Education, vol.2, no.2-3, 2000, pp. 87-105. doi.org/10.1016/S1096-7516(00)00016-6
Griffee, Dale.T. (2012). An introduction to second language research methods. Design and data. E-book, Berkeley, CA. USA, TESL-TJ Publications, www.tesl-ej.org/wordpress/issues/volume16/ej64/ej64r3/
Hernández, Pamela. Interview. Conducted by AUTHOR, 16 August 2018.
Hernández Sampieri, Roberto, et al. Metodología de la investigación. 1991. McGraw Hill, 2006.
Hoven, Debra. “The Affordances of Technology for Student Teachers to Shape their Teacher Education Experience”. Preparing and developing technology-proficient L2 teachers, edited by Margaret A. Kassen, Roberta
Z. Lavine, Kathryn Murphy-Judy, and Martine Peters, Texas: CALICO Monograph Series, 2007, no.6, pp.133–164. auspace.athabascau.ca/bitstream/handle/2149/1674/Hoven_Final.pdf?sequence=1&isAllowed=y
Merrill, M. David. “First Principles of Instruction”. ETR&D, vol.50, no.3, 2002, pp. 43-59 doi.org/10.1007/BF02505024
Meza Cano, José Manuel, Morales Ruiz, Mario Ernesto, and del Carmen Flores Macías, Rosa. “Diseño e Implementación de un Taller en línea sobre Entornos Personales de Aprendizaje”. Pixel-Bit. Revista de Medios y Educación, no.49, 2016, pp.75-90. www.redalyc.org/articulo.oa?id=36846509006
Moore, Michael, and Gregg Kearsley. Distance education: A systems view. Wadsworth Publishing Company, 1996.
Ottenbreit-Leftwich, Anne, Yin-Chan Liao, Janet, Sadik, Olgun, and Ertmer, Peggy. “Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?”, Journal of Research on Technology in Education, vol.50, no.4, 2018, pp. 282-304. doi.org/10.1080/15391523.2018.1487350
Palma Márquez, Flor E. Interview. Conducted by AUTHOR. 14 August 2018.
Patiño, Azeneth and Martínez Cantú, Aurora Guadalupe. “Tensiones en el Diseño Instruccional de Cursos en línea en Instituciones de Educación Superior”. Edutec. Revista Electrónica De Tecnología Educativa, no. 69, 2019, pp. 102-120. doi.org/10.21556/edutec.2019.69.1381
Pérez, María Teresa, et al. Innovación en docencia universitaria con Moodle: Casos prácticos. Editorial Club Universitario, 2010.
Reigeluth, Charles. “Teoría Instruccional y Tecnología para el Nuevo Paradigma de la Educación”. RED, Revista de Educación a Distancia, no. 32, 2012. www.um.es/ead/red/32/reigeluth_es.pdf
Rourke, Liam, Anderson, Terry, Garrison, D. Randy and Archer, Walter. “Assessing Social presence in Asynchronous Text-based Computer Conferencing”. Journal of Distance Education, vol.14, no.2, 1999, pp. 50–71. eric.ed.gov/?id=EJ616753
Salas Soto, Silvia Elena. “Diseño del Curso en línea: Trabajo interdisciplinario”. Educación, vol. 32, no.1, 2008, pp. 99-122. www.redalyc.org/articulo.oa?id=44032108
Arteaga Sánchez, Rocio, and Duarte Hueros, Ana. “Motivational Factors that Influence the Acceptance of Moodle Using TAM”. Computers in Human Behavior, no.6, 2010, pp. 1632-1640, doi:10.1016/j.chb.2010.06.011
Sharma, Pete, and Barney Barret. Blended learning. Using technology in and beyond the language classroom. Macmillan, 2007.
Shulamit, Kotzer and Yossi, Elran. “Development of E-Learning environments combining Learning skills and Science and Technology content for Junior high school”. Procedia Social and Behavioral Sciences, vol.11, 2011, pp.175–179, doi.org/10.1016/j.sbspro.2011.01.056
Siemens, George. “Instructional design in elearning”. Online Teaching and Learning, 2002, www.elearnspace.org/Articles/InstructionalDesign.htm EDDL_5141. Accessed 08 August 2019.
Staker, Heather and Michael. B. Horn. Classifying K-12 blended learning. Innosight Institute, 2012, files.eric.ed.gov/fulltext/ED535180.pdf. Accessed 04 February 2018.
Stanley, Graham. Language learning with technology. Ideas for integrating technology in the classroom. Cambridge University Press, 2013.
Tondeur, Jo, Pareja Roblin, Natalie, Van Braak, Johan, Voogt, Joke and Prestridge, Sarah. “Preparing Beginning teachers for Technology integration in Education: Ready for take-off?” Technology, Pedagogy and Education, vol. 26, no.2, 2016, pp. 157-177. doi.org/10.1080/1475939X.2016.1193556
Topchyan, Ruzanna. “Does Social presence relate to Knowledge sharing in Virtual learning teams?”. Knowledge Management and E-Learning, vol.8, no.4, 2016, p. 646–660. www.kmel-journal.org/ojs/index.php/online-publication/article/view/358/355
Van Dinther, Mart., Dochy, Filip and Segers, Mien. “Factors affecting Student Self-efficacy in Higher education”. Educational Research Review, no.6, 2011, pp. 95–108. doi.org/10.1016/j.edurev.2010.10.003
Valera-Ordorica, Sandra Araceli, and Valenzuela-Gonzáles, Jaime Ricardo. “Uso de las Tecnologías de la Información y la Comunicación como Competencia transversal en la Formación inicial de Docentes”. Revista Electrónica Educare (Educare Electronic Journal), vol.24, no.1, 2020, pp. 1-20. doi.org/10.15359/ree.24-1.10
Vásquez Cano, Esteban, and Elena Martín Monje. Nuevas tendencias para la elaboración y edición de materiales audiovisuales en la enseñanza de lenguas. McGraw-Hill-Interamericana. 2014.
Woodward, Tessa. Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge, Cambridge University Press. 2001.
QVADRATA. Estudios sobre Educación, Artes y Humanidades año V, número 9, enero-junio de 2023, es una publicación semestral editada por la Universidad Autónoma de Chihuahua. Calle Escorza #900. C.P. 31000, Chihuahua, Chih. Tel. (614) 439-1500 ext. 3844, 
