Virtual learning environment and the development of Communicative competences

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F13%3A50001467" target="_blank" >RIV/62690094:18450/13:50001467 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.sbspro.2013.08.876" target="_blank" >http://dx.doi.org/10.1016/j.sbspro.2013.08.876</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2013.08.876" target="_blank" >10.1016/j.sbspro.2013.08.876</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Virtual learning environment and the development of Communicative competences

Popis výsledku v původním jazyce

Opponents and critics of the implementation of ICT in the educational process are convinced that as a result of de personalization of lessons namely in virtual learning environment of eLearning, students´ communicative skills deteriorate and the cultureof communication declines. The opponents´ arguments are based mainly on the models of teaching where the students serve just as ?a supplement? in the process of transforming information. In the educational process the students reproduce and do not produce, they are the ones who get answers to questions but do not ask. We are certainly aware that this can happen in real and not just virtual learning environment and also that teaching should be based primarily on questions. Each utterance is motivated which means that everything that is said can also be meaningfully asked about: why are you saying that? Teaching, which is based on motivated utterance, can be implemented in both classical school environments as well as in the virtual one.

Název v anglickém jazyce

Virtual learning environment and the development of Communicative competences

Popis výsledku anglicky

Opponents and critics of the implementation of ICT in the educational process are convinced that as a result of de personalization of lessons namely in virtual learning environment of eLearning, students´ communicative skills deteriorate and the cultureof communication declines. The opponents´ arguments are based mainly on the models of teaching where the students serve just as ?a supplement? in the process of transforming information. In the educational process the students reproduce and do not produce, they are the ones who get answers to questions but do not ask. We are certainly aware that this can happen in real and not just virtual learning environment and also that teaching should be based primarily on questions. Each utterance is motivated which means that everything that is said can also be meaningfully asked about: why are you saying that? Teaching, which is based on motivated utterance, can be implemented in both classical school environments as well as in the virtual one.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Procedia - social and behavioral sciences

ISBN

—

ISSN

1877-0428

e-ISSN

—

Počet stran výsledku

4

Strana od-do

450-453

Název nakladatele

Elsevier

Místo vydání

Amsterdam

Místo konání akce

Ataturk Teacher Training Acad, CYPRUS

Datum konání akce

14. 2. 2013

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000345233300076