Análisis de un modelo hipermedia modular para la enseñanza del inglés en modalidad semipresencial

Résumé

With the completion of this dissertation is to analyze a model modular hypermedia teaching English in a blended format. This work is the result of an interdisciplinary project which addresses two important fields of study. On one hand, the teaching of English as a second language, and on the other hand, the performance of our teaching in blended learning supported by e-learning platform Moodle. The expansion of primary schools with Spanish-English bilingual project, in which different subjects are taught in English, has led to an increase in demand for the degree of specialization in Teaching English. This growth has not only been observed in the first degree students enrolled in college, but has been most noticeable in those learners who already have a Diploma or Degree in Education and who have entered the labor market. Two main consequences that arise from this situation. On one hand, students who choose this degree are more heterogeneous both linguistic and cultural knowledge of English, as in the development of each of the skills in this language. On the other hand, the fact that most students who decide to pursue this specialty and have entered the labor market, resulting in the inability to perform these studies, following a traditional classroom training. In this thesis work has been to study this reality and we intend to analyze a virtual learning environment that complements classroom training to see if through it, you get to meet the training needs of students and meet new challenges and problems that arise from this situation. The target population of this research are blended learning students of the Faculty of Humanities and Social Sciences. Education, who study the subject of Foreign Language and Teaching I (English) in the 2009-2010 academic year of the Diploma of Education Specializing in Foreign Language (English). All students participating in the research are enrolled in the training plan approved in 2000 (OM 09/03/2000, BOE 04/04/00). According to data provided by the Secretary of the Faculty, 451 individuals are enrolled in the subject and Teaching Foreign Language I (English) in a blended format in 2009-2010. The final research sample consisted of 358 students. To achieve the goal of our thesis we considered that the most appropriate methodology is mixed or multimethod methodology. On the one hand, quantitative methodology allows us to know the general situation in which we find ourselves in a given context and the study with a statistically representative sample which enables us to generalize the results of our sample to a larger population, using the reasoning deductive. While qualitative allows us to describe, interpret deeper in that context of inductively and generate theoretical perspectives. Regarding the techniques employed on the one hand, we open or not structured interview qualitative paradigm with consequent content analysis and interpretation of data, and on the other hand, use of the questionnaire as a tool for collecting data Proper quantitative paradigm, thereby statistical processing of these. Authors such as Hancock (2002) consider that the research carried out in any aspect of the teaching and learning of a second language, must be done according to a mixed methodology to understand the complex language learning. Within three ways to make a multimethod research identified by Padgett (1998), the research developed begins with the collection of data using a quantitative method, using two questionnaires that are completed by participants at two different times of the investigation. Then employed the open interview as a tool of the qualitative method, in order to deepen the results obtained in quantitative methodology. Thus, the quantitative data are the starting point of the qualitative approach to the research continues, because they allow the preparation of interview questions arising about the data robust enough to meet the study objectives. The study of quantitative research that has been carried out, is framed within educational research what are called non-experimental designs or ex-post-facto. While the qualitative approach of our research is based on Grounded theory (grounded theory). The theory emerged and developed inductively from the research data, not theoretical deductive form, achieving significant find those aspects in our study area. The process of analysis in grounded theory is a dynamic and creative process, and in it there are two elements or fundamental strategies: theoretical sampling and the constant comparative method. In the case of quantitative methodology, the instrument used to perform descriptive and inferential analysis of the data was SPSS 19. It was prepared for a record encoding process 716 and subsequently stored in a file questionnaires ad hoc. After creating the template or matrix, all data were entered, we proceeded to the purification thereof and conducting analyzes with descriptive and inferential statistical program support noted. The results obtained are illustrated with graphs and charts in Microsoft Office Word 2010. In the case of qualitative methodology the instrument used was the Nud * ist 6. To analyze the contents was necessary to create ad hoc categories system. In the data analysis we follow the scheme proposed by Miles and Huberman (1994) on the processes of qualitative data analysis. It distinguishes three basic tasks: a) data reduction, b) the provision and processing of data, and c) obtaining results and conclusions verification. This design is not linear but convergent, recursive, and ends upon reaching the saturation of information. For this illustration we used graphs and tables Microsoft Office Word 2010. Finally, our study presents the main findings and conclusions and educational implications: educational intervention proposals and prospective.