The Role of Blogs and Web Resources in Students’ Autonomous Learning Awareness

Ballen, Diana

doi:10.19183/how.21.2.2

Cited by 4 publications

(3 citation statements)

References 14 publications

(8 reference statements)

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“…The purpose of this study was to see if blog format could increase MyPlate food group consumption, and the additional n-3 FA information could increase n-3 FA consumption among participants. A study found technology-based activities can shape and characterize on autonomous awareness learning in college students [34]. For example, an e-mail-delivered intervention with goal setting improved nutrition and physical activity behaviors in African American college students [35].…”

Section: Discussionmentioning

confidence: 99%

Blog-based Nutrition Education for College Students

Yen¹

2017

fst

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College students consume less fruits and vegetables than MyPlate recommendations in the diet. Young adults need to develop healthy behaviors early to avoid chronic disease incidences. This study aimed to assess the impact of a blog-based nutrition education on six food groups (whole grain, fruit, vegetable, protein, dairy, oil) and omega-3 (n-3) fatty acids (FA) consumption in college students. A total of 86 students who registered in Spring 2012 at a southern university in the United States were participated. A 6-week education was studied, which one group received MyPlate information plus n-3 FA information, whereas the other group received MyPlate information only. There were significant differences on fruit, vegetable, and protein group consumption between the two groups, but no difference on n-3 FA consumption. There was significant difference in self-efficacy to include n-3 FA at meals among the two groups. This education might improve some food group consumption, but not on n-3 FA consumption in college students.

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Section: Discussionmentioning

confidence: 99%

Blog-based Nutrition Education for College Students

Yen¹

2017

fst

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“…However, the development of communicative skills has not been the only purpose of incorporating ICT in EFL teaching. Some scholars have found that the use of ICT contributes to autonomous learning (Ariza & Suárez Sánchez, 2013;Ballén, 2014), as well as to collaborative learning (Castañeda & Cruz Arcila, 2012;Cote Parra, 2015). Similarly, evaluation processes have been integrated into the use of ICT within academic activities (Picón-Jácome, 2021).…”

Section: English Language Learning and Ictmentioning

confidence: 99%

“…Some teachers have implemented various strategies to achieve the objectives of language learning and strengthening the use of ICT in teaching. For this purpose, approaches such as Flip Learning (Chivatá & Oviedo, 2018;Ramírez, 2018;Ramírez & Buitrago, 2022;), telecollaboration (Ramírez-Lizcano & Cabrera-Tovar, 2020), web-based activities (Ballén, 2014;Cariaga, 2016;Cote Parra, 2015;Galvis Pinzón & Callejas, 2017;Guzmán Gámez & Moreno Cuellar, 2019;Pineda Hoyos & Tamayo Cano, 2016), wikis or blogs (Fandiño Parra, 2012;Ortiz Navarrete & Ferreira Cabrera, 2014;Pascual, 2019), learning management systems (LMS) (Castañeda & Cruz Arcila, 2012;Correa Díaz, 2012;Gunduz & Ozcan, 2017), blended learning (García Trejos, et al, 2018;Gómez-Orjuela, 2021;Quitián Bernal & González Martínez, 2022), and the most recent, emergency remote teaching (ERT) (Castañeda-Trujillo & Jaime Osorio, 2021;Cohen & Calderon Aponte, 2021). All these uses, resources, strategies, and achievements obtained from the inclusion of ICT with EFL teaching present a panorama of possibilities that can be applied in educational contexts such as the rural context (Rojas Rojas, 2019); or teaching education programs (Rincón-Ussa et al, 2020).…”

Section: English Language Learning and Ictmentioning

confidence: 99%

Experiences of English as Foreign Language student using ICT in their learning process

Silva-Perdomo

Duero-Naranjo

Castañeda-Trujillo

2022

GIST

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This article presents the results of a narrative analysis that looked into some EFL students’ experiences related to their English learning processes and the use of ICT (Information and Communication Technologies). The study was carried out at a university in southern Colombia. The main objective was to understand the participants’ experiences in the institutional English courses at a university while using ICT during their language learning process. The data was collected through in-depth interviews and life stories. The English students’ experiences are relevant to validating a new teaching tool or strategy in a specific context. The main conclusion indicates that ICT in language teaching needs to be articulated with other appropriate tools, practices, methodologies, and approaches to achieve meaningful learning.

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Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu

Baş

Yıldırım

2018

Ana Dili Eğitimi Dergisi

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Dil öğretimi sürecine yönelik birçok eğitim ortamı, günümüzde dijital teknolojilerdeki yeniliklerle bütünleşme eğilimine girmiştir. Kevin Jarrett'in ifadeleriyle "T-E-C-H (teknoloji) olmadan T-E-A-C-H (öğretmek)'ten söz edemeyeceğimiz bir zamanın içindeyiz". Bundan hareketle bu çalışmada, Türkçenin yabancı dil olarak öğretimi sürecinde oluşturulacak eğitim ortamlarına teknolojinin entegre edilebilme durumu değerlendirilmiştir. Durum çalışması yaklaşımına dayanan bu araştırma, Web 2.0 tabanlı teknolojilerin yabancılara Türkçe öğretimine dahil edilmesinin öğrencilerin motivasyon ve yaratıcılığını nasıl etkilediğini belirlemeyi amaçlamaktadır. Çalışma grubu Yıldız Teknik Üniversitesi TÖMER'de B1 düzeyinde Türkçe öğrenen 10 öğrenci ile oluşturulmuştur. Web 2.0 araçlarından Voki, Pixton ve Padlet ile 3 hafta içerisinde 6 ders saati sınıf içi ve 4 ders saati sınıf dışı uygulama yapılmıştır. Uygulamanın ardından öğrenciler ve dil öğreticileri ile motivasyon ve yaratıcılığa yönelik görüşmeler gerçekleştirilmiştir. Kullanılan Web 2.0 araçlarının öğrencilerin motivasyonlarını geliştirdiği, yaratıcılıklarına katkı sağladığı, dil öğreticilerine esnek imkanlar sunduğu ancak bu araçların amaçlı ve ara ara kullanılmasının daha faydalı olacağı sonucuna varılmıştır.

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The Role of Blogs and Web Resources in Students’ Autonomous Learning Awareness

Abstract: El papel de los "blogs" y de otros recursos de la Internet en la comprensión que los estudiantes tienen acerca del aprendizaje autónomo *

Cited by 4 publications

References 14 publications

Blog-based Nutrition Education for College Students

Blog-based Nutrition Education for College Students

Experiences of English as Foreign Language student using ICT in their learning process

Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu

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