Learning English through the adaptive model of e-learning reflecting learner's sensory characteristics
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F18%3A43893783" target="_blank" >RIV/44555601:13430/18:43893783 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.1007/978-3-319-94505-7_4" target="_blank" >http://dx.doi.org/10.1007/978-3-319-94505-7_4</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/978-3-319-94505-7_4" target="_blank" >10.1007/978-3-319-94505-7_4</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Learning English through the adaptive model of e-learning reflecting learner's sensory characteristics
Popis výsledku v původním jazyce
The main objective of the article is (1) to introduce the adaptive model of e-learning, which was designed by the University of Ostrava, Czech Republic, and (2) to present and discuss results of two researches conducted within the model and focusing on self-study activities reflecting learners'sensory prefer-ences in learning English. In both researches, data were collected by stand-ardized English grammar tests, by VARK questionnaire and non-standardized pre-tests and post-tests. Four hypotheses were tested; two of them focusing on the role of learner's sensory preferences, other two ones examining the support of visual and aural study materials in listening com-prehension and reading comprehension. Results were not statistically signifi-cant; however, slight impact of visual materials in reading comprehension and aural materials in reading comprehension was detected.
Název v anglickém jazyce
Learning English through the adaptive model of e-learning reflecting learner's sensory characteristics
Popis výsledku anglicky
The main objective of the article is (1) to introduce the adaptive model of e-learning, which was designed by the University of Ostrava, Czech Republic, and (2) to present and discuss results of two researches conducted within the model and focusing on self-study activities reflecting learners'sensory prefer-ences in learning English. In both researches, data were collected by stand-ardized English grammar tests, by VARK questionnaire and non-standardized pre-tests and post-tests. Four hypotheses were tested; two of them focusing on the role of learner's sensory preferences, other two ones examining the support of visual and aural study materials in listening com-prehension and reading comprehension. Results were not statistically signifi-cant; however, slight impact of visual materials in reading comprehension and aural materials in reading comprehension was detected.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
Blended Learning. Enhancing Learning Success.
ISBN
978-3-319-94504-0
ISSN
0302-9743
e-ISSN
1611-3349
Počet stran výsledku
12
Strana od-do
57-68
Název nakladatele
Springer
Místo vydání
Cham
Místo konání akce
Osaka, Japan
Datum konání akce
31. 7. 2018
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000444837700004