Presentación tesis_AlejandroToriz

Facultad de humanidades

Xalapa

Lengua inlgesa

Use of learning pathways to enhance the learning strategies of English language degree students at University of Veracruz

(Tesis) para acreditar la Experiencia recepcional Presenta (n): Alejandro Toriz Olvera 03 de julio del 2024 “Lis de Veracruz: Arte, Ciencia, Luz”

INDEX

METHODOLOGY

THEORETICAL FRAMEWORK

INTRODUCTION

INSTRUMENTS

PARTICIPANTS

DESING AND APPROACH

LEARNING PATHWAYS EMPLOYED

IN-DEPT INTERVIEW

FINDINGS

CONCLUSIONS

CLOSE-ENDED QUESTIONNARIE

COMPARATIVE TEST

REFERENCES

Universidad Veracruzana

01

Introduction

Universidad Veracruzana

03

01

05

02

04

Universidad Veracruzana

02

Theoretical Framework

Definition

What are learning pathways?

Characteristics

LMS

Definition

Similarities

Contents

Paul (2000)

Interactivity

Sabbott (2013)

Universidad Veracruzana

03

Methodology

Universidad Veracruzana

Desing

Exploratory.

• The study's exploratory nature aims to examine the performance of learning pathways in a real-world context. Therefore, it is not intended to generalize with the data obtained, or with the selected population.

Approach

Qualitative, experimental and quantitative.

• Qualitative approaches consists of analyzing and understanding the opinions of the participants without using numerical data (Sampieri, Collado & Baptista, 2018).
• Experimental approaches are suitable for studies that aim to test a recent hypothesis (Murrillo, 2011).
• Qualitative approaches test the hypotheses previously established and analyze the relationships between the results obtained (Vega et.al, 2014).

Participants

• The population selected in the study comprises five students of the English bachelor's degree from the University of Veracruz.
• Their ages span from 19 to 23 years old, with three being non-residents and two residing in Xalapa city.
• Three participants are taking the pre-intermediate level; one is taking the intermediate level, and one has already coursed the advanced level.

Universidad Veracruzana

Instruments

03

02

01

Digital tools and educational plaftorm employed

Learning Pathways

Universidad Veracruzana

04

Findings

In-depth interview scripts

• Participants observed a focus on grammar development in their English classes.
• They suggested that integrating learning pathways may enhance their grammar lessons. They found the diverse activities in learning pathways increased their awareness.

The fact that the teachers during their classes, maybe not during the 2 hours, used these tools made my attention more present during the class or (…) refocus my attention, so it was also like a break.

Universidad Veracruzana

Comparative test

03

02

01

Close-ended questionnaire.

7) What material would choose to study and prepare for the standardized test? 📝

• CAAFI's printed materials appear to boost students' confidence in standardized test preparation, potentially due to their similarity to test exercises.
• Therefore, should learning pathways replace printed materials, they should align with test exercises.

40%

60%

Conclusions

General objective

Recommendations

• Conduct a comparative test to evaluate CAAFI's and study's pathways in their final versions.
• Teacher training through learning pathways.
• Inquire about learning pathway development process.

Learning Pathways

Digital tools and platforms

Benefits for students and teachers

References

• Abdurahimovna, U. F. (2020)., Advantages of using electronic learning resources in the educational process. [Doctoral dissertation, University of Nizami]. https://www.idpublications.org/wp-content/uploads/2020/07/Full-Paper-ADVANTAGES-OF-USING-ELECTRONIC-LEARNING-RESOURCES-IN-THE-EDUCATIONAL-PROCESS.pdf

• Allan, C., Campbell, C., & Crough, J. (2019). Blended Learning designs in STEM Higher education. In Springer eBooks. https://doi.org/10.1007/978-981-13-6982-7

• Deris, F. D., & Shukor, N. S. A. (2019). Vocabulary Learning through Mobile Apps: A phenomenological inquiry of student acceptance and desired apps features. International Journal of Interactive Mobile Technologies, 13(07), 129. https://doi.org/10.3991/ijim.v13i07.10845
• Faisal, F. A., & Sukmaningrum, R. (2023). Implementation of WordWall as a learning media to improve student’s writing skill. Pendas Mahakam: Jornal Pendidikan Dan Pembelajaran Sekolah Dasar. 37. https://doi.org/10.24903/pm.v8i1.1323

• Kasim, N. N. M., & Khalid, F. (2016). Choosing the right learning management system (LMS) for the higher education institution context: A systematic review. International Journal of Emerging Technologies in Learning. https://doi.org/10.3991/ijet.v11i06.5644

• Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7). https://doi.org/10.12973/eurasia.2017.00744a
• Mandasari, B., & Oktaviani, L. (2018). English language learning strategies: an exploratory study of management and engineering stundets. Premise. https://doi.org/10.24127/pj.v7i2.1581

• Martínez, C. J., Martínez, K. L. M., & González, D. R. (2024). El olvido de la Educación Híbrida en instituciones de nivel superior: caso Universidad Veracruzana. Martínez Cortés | Revista Neuronum. https://eduneuro.com/revista/index.php/revistaneuronum/article/view/505

• Sabbott. (2013). Learning Pathway Definition. The Glossary of Education Reform. https://www.edglossary.org/learning-pathway/

Universidad Veracruzana

Thanks for your attention!

Comparative test between learning pathways and CAAFI's printed materials

• The second instrument, a comparative chart, was designed to analyze ten factors between CAAFI’s printed materials and learning pathways. • It was divided into four columns: ten factors considered for the test; information after participants worked with learning pathways; information after participants worked with the CAAFI’s printed material, and observations made while participants worked with both materials.

Close-ended questionnaire.

• The final instrument is a brief closed-ended questionnaire, divided into two sections. • The first part compares participants' opinions regarding which material is more comfortable, practical, convenient, dynamic, and user-friendly. • The second part presents scenarios where participants select the material they would use based on their learning needs.

Interactivity

•The interactive features and diverse activities in learning pathways simplify the practice of complex topics. • Participants found that learning pathways effectively kept their attention, often without noticing the passage of time during use.

• The research objectives were successfully achieved, demonstrating the feasibility of implementing learning pathways.

• Digital tools and educational platforms enhance students' learning experience by providing interactive, and dynamic learning pathways.

In-depth interview scripts

• The first instrument is an interview script comprising 12 questions. • It aims to gather participants' experiences and opinions on using digital tools and educational platforms as learning strategies. • Also, it investigates whether their professors utilize these tools to enhance learning. • Finally, participants were asked about their views on CAAFI services and their experiences using the printed materials.

Assistance to the student.

• The level of assistance provided by both materials correlates with their convenience and ease of use for participants.
• Thus, as learning pathways offer more support to students, their learning experience becomes more comfortable and meaningful.

Factors

1) Participants receive an introduction to the topic. 2) Interactivity. 3) Inclusion of students with visual or hearing impairments. 4) Follow a sequence or a structure. 5) Time to complete them. 6) Interest while doing the activities. 7) Adaptability. 8) Clarity of instructions and activities. 9) Activities related to the topic in question. 10) Participants receive instant feedback in each activity.

Approaches

• As a part of the qualitative approach it was used an open-ended interview script that was developed without standardized or predetermined methods.
• This study employed a comparative test between 5 CAAFI's printed materials and 5 learning pathways as part of its experimental design. Nonetheless, due to the recent development of learning pathways, no prior studies have compared these materials.
• Quantitative approaches usually involve surveys with closed-ended questions. Hence, the last instrument implemented a closed-ended questionnaire developed on Google Forms.

Adaptability

• Finally, it was highlighted the adaptability for students with visual or hearing impairments by learning pathways. • They offer helpful visual and auditory elements, while CAAFI's printed materials lack accessibility for these students. • Additionally, learning pathways allow for flexible completion, whereas CAAFI's printed materials require face-to-face sessions, limiting accessibility.

• Students benefit from improving their learning process, while teachers may integrate learning pathways to enhance their lessons.

• The comparative test explored the relationship between the assistance, adaptability, interactivity, comfort, ease of use, and meaningful learning generation by learning pathways. • Participants praised learning pathways for their dynamism, engagement, entertainment, interactivity, and variety of activities.