E-COURSE ASSESSMENT PREFERENCES IN A GROUP OF PROFESSIONAL ENGLISH LANGUAGE STUDENTS

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F16%3A50004691" target="_blank" >RIV/62690094:18450/16:50004691 - isvavai.cz</a>

Výsledek na webu

<a href="http://erie.pef.czu.cz/Documents/ERIE2016.pdf" target="_blank" >http://erie.pef.czu.cz/Documents/ERIE2016.pdf</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

E-COURSE ASSESSMENT PREFERENCES IN A GROUP OF PROFESSIONAL ENGLISH LANGUAGE STUDENTS

Popis výsledku v původním jazyce

In this paper reasons for assessing tertiary students of different learning fields are considered as well as how technology affects and enhances assessment process. Two groups of bachelor students were asked to take part in designing professional English language e-course specialised in their study fields. With respect to Assessment for Learning teaching approach, which enables personalization of learning, students of Financial Management and Management of Tourism suggested preferred formative and summative assessment methods used in relevant e-courses administered in Blackboard LMS. The data were collected from the researcher-made questionnaire, which was uploaded in the e-courses in summer semester 2014/15. The results confirmed that students, regardless their study fields, were highly motivated to take part in the research as assessment is always stressful part of learning process; they strongly preferred face-toface instruction, however, technology enhanced language learning, including assessment, was considered to be inevitable part of their professional English language instruction, most preferably delivered in the blended form.

Název v anglickém jazyce

E-COURSE ASSESSMENT PREFERENCES IN A GROUP OF PROFESSIONAL ENGLISH LANGUAGE STUDENTS

Popis výsledku anglicky

In this paper reasons for assessing tertiary students of different learning fields are considered as well as how technology affects and enhances assessment process. Two groups of bachelor students were asked to take part in designing professional English language e-course specialised in their study fields. With respect to Assessment for Learning teaching approach, which enables personalization of learning, students of Financial Management and Management of Tourism suggested preferred formative and summative assessment methods used in relevant e-courses administered in Blackboard LMS. The data were collected from the researcher-made questionnaire, which was uploaded in the e-courses in summer semester 2014/15. The results confirmed that students, regardless their study fields, were highly motivated to take part in the research as assessment is always stressful part of learning process; they strongly preferred face-toface instruction, however, technology enhanced language learning, including assessment, was considered to be inevitable part of their professional English language instruction, most preferably delivered in the blended form.

Druh

D - Stať ve sborníku

CEP obor

AI - Jazykověda

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the 13th International Conference Efficiency and Responsibility in Education 2016 2nd - 3rd June 2016 Prague, Czech

ISBN

978-80-213-2646-0

ISSN

2336-744X

e-ISSN

—

Počet stran výsledku

8

Strana od-do

97-104

Název nakladatele

Czech University of Life Sciences Prague

Místo vydání

Praha

Místo konání akce

Praha, Czech Republic

Datum konání akce

2. 6. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000389901400012