dc.contributor.author | Kyppö, Anna | |
dc.date.accessioned | 2017-08-24T09:45:31Z | |
dc.date.available | 2017-08-24T09:45:31Z | |
dc.date.issued | 2017 | |
dc.identifier.isbn | 978-951-39-7145-8 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1719401 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55172 | |
dc.description.abstract | The aim of this dissertation is to throw light on the development of teaching
and learning Slovak in the new language learning environment. New
developments in teaching led to the design of an experimental e-learning course
in Slovak based on the philosophy of dynamic learning and using the metaphor
of climbing a mountain for learning Slovak. The course was grounded in
constructivist views of learning and teaching, which emphasize the importance
of learning by doing and the process-like nature of learning. The teaching
experiment included reflection-on-action research, with the goal of exploring
learners' beliefs about themselves as e-learners before the course, and their
perceptions and experiences of learning during and after the course. Thematic
analysis was used to analyse students’ beliefs about themselves as e-learners
and their perceptions and experiences of learning during and after the course,
accessed primarily from learning diaries, pre-course, on-course and post-course
questionnaires, course evaluations, interviews and teacher’s observations. The
findings show that almost all the learners believed that they learned a lot and
perceived themselves as efficient e-learners. The learners’ reflections show that
they made clear progress in their receptive skills (reading and listening) but had
difficulty in developing their productive skills (speaking and writing). New e-
learning skills, for example, in doing research, in creating content and in
collaboration, were adopted and further developed. The teacher’s role in the e-
learning environment is viewed from both the learners’ and the teacher’s
perspective and the functionality, clarity, authenticity and learner-centredness
of e-learning environments are evaluated. This study seeks to explore how the
affordances currently offered by technology-enhanced learning, mobile learning
and combinations of various learning environments (PLE – Personal Learning
Environments) can be better used in the teaching and learning of less
commonly taught languages. The findings of this study may contribute to the
development of network pedagogy for other less commonly taught languages. | |
dc.format.extent | 1 verkkoaineisto (155 sivua, 92 sivua useina numerointijaksoina) : kuvitettu | |
dc.language.iso | eng | |
dc.publisher | University of Jyväskylä | |
dc.relation.ispartofseries | Jyväskylä studies in humanities | |
dc.subject.other | e-learning environment | |
dc.subject.other | learners' experiences | |
dc.subject.other | learning Slovak | |
dc.subject.other | technology-enhanced learning | |
dc.title | Climbing a mountain : learning Slovak in new language learning environments | |
dc.title.alternative | Learning Slovak in new language learning environments | |
dc.type | Diss. | |
dc.identifier.urn | URN:ISBN:978-951-39-7145-8 | |
dc.type.dcmitype | Text | en |
dc.type.ontasot | Väitöskirja | fi |
dc.type.ontasot | Doctoral dissertation | en |
dc.contributor.tiedekunta | Humanistinen tiedekunta | fi |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Soveltava kielitiede | fi |
dc.relation.issn | 1459-4331 | |
dc.relation.numberinseries | 322 | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | opetuskokeilut | |
dc.subject.yso | slovakin kieli | |
dc.subject.yso | verkko-opetus | |
dc.subject.yso | verkkokurssit | |
dc.subject.yso | tietokoneavusteinen oppiminen | |
dc.subject.yso | oppimisprosessi | |
dc.subject.yso | oppimisympäristö | |
dc.subject.yso | kokemukset | |
dc.subject.yso | opetus | |
dc.subject.yso | oppiminen | |
dc.subject.yso | oppimisalustat | |