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Integration of Zone of Proximal Development (ZPD) and ICTs in Language Learning
Published in S. Mekala, R Geetha, Contemporary ELT Strategies in Engineering Pedagogy, 2022
The term e-learning has originally described the use of ICT mainly in higher education settings, but it is now used to refer to Internet-based learning activities which have been wholly or partly incorporated into all levels of formal and non-formal education as course and curricular content (Tinio, 2003). The term ‘blended learning’ is used to describe a situation where ICT is used in conjunction with more traditional classroom-based activities. New generations of computer software, such as ‘Blackboard’ now facilitate online learning through interactive learning environments by combining learning and assessment materials and offering options for support and collaboration through communication with peers and teachers. Andrews and Haythornthwaite (2007) emphasize the possibilities for e-learning in the creation of communities of learning where knowledge can be generated, co-constructed, and presented as well as acquired. This involves engaging in a process of dialogue with other learners and teachers, where “learners and faculty communicate and work together to build and share knowledge” (Dwyer, Hiltz & Passerini, 2007). The idea of constructing and sharing knowledge accords with Vygotsky’s (1978) constructivist propositions of learning.
The flipped classroom during the remote period of COVID: student perceptions compared to pre-COVID times
Published in International Journal of Mathematical Education in Science and Technology, 2022
Renee M. Clark, Autar K. Kaw, Yingyan Lou, Andrew R. Scott
At AAMU, where the class size was much smaller, synchronous class sessions were held using Blackboard Collaborate Ultra (BBCU). Breakout rooms were not used, given the small class size. An online discussion board in Blackboard was used to promote student interaction. At all three schools, proctoring software was used, specifically either Proctorio (https://proctorio.com) or Respondus Monitor (https://web.respondus.com/he/monitor). At USF and AAMU, the final exam was open-notes, and at ASU, it was closed-book, closed notes with a ‘cheat sheet’ permitted.