Blended learning in English language teaching for geologists (Geoscience)
| Parent link: | SGEM. 16th International Multidisciplinary Scientific GeoConference: conference proceedings, Albena, Bulgariaм, June 28 - July 6, 2016.— , 2016 Bk. 5, vol. 3.— 2016.— [P. 765-772] |
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| Summary: | Title screen This paper analyses the power of blended learning in the research-based environment for professionally oriented English language teaching in technical higher school. It shows the opportunities and challenges of a new educational trend such as MOOCs for geology and petroleum engineering students. We present classroom management, assessment methods and the structure of the MOOCs developed at National Research Tomsk Polytechnic University. In experimental section we refer to the on-line project for geology students to approve this teaching method and to improve learning outcomes. In a questionnaire students evaluate the course and find it supportive, challenging and effective. By analyzing learning outcomes we present key issues that impact students and role of teachers in blended learning. The authors provide suggestions for teachers to adopt and integrate MOOCs for professionally oriented English language teaching. Режим доступа: по договору с организацией-держателем ресурса |
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2016
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| Series: | Education and accreditation in geosciences |
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| Online Access: | http://dx.doi.org/10.5593/SGEM2016/B53/S22.097 https://sgemworld.at/sgemlib/spip.php?article7518 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=652175 |
| Summary: | Title screen This paper analyses the power of blended learning in the research-based environment for professionally oriented English language teaching in technical higher school. It shows the opportunities and challenges of a new educational trend such as MOOCs for geology and petroleum engineering students. We present classroom management, assessment methods and the structure of the MOOCs developed at National Research Tomsk Polytechnic University. In experimental section we refer to the on-line project for geology students to approve this teaching method and to improve learning outcomes. In a questionnaire students evaluate the course and find it supportive, challenging and effective. By analyzing learning outcomes we present key issues that impact students and role of teachers in blended learning. The authors provide suggestions for teachers to adopt and integrate MOOCs for professionally oriented English language teaching. Режим доступа: по договору с организацией-держателем ресурса |
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| DOI: | 10.5593/SGEM2016/B53/S22.097 |