设计英语混合式学习课程的需求分析:教师和管理者的声音

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI:10.15446/profile.v25n1.101316
Luis Hernando Tamayo Cano, Andrés Felipe Riascos Gómez, Jorge Eduardo Pineda Hoyos
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引用次数: 1

摘要

本需求分析研究旨在确定在哥伦比亚一所公立大学设计和实施英语混合式学习计划的背景要求。通过问卷调查、访谈和焦点小组收集了教师和管理人员的看法数据,并使用扎根理论进行了分析。调查结果显示,需要在新的人员和电子基础设施方面进行大量投资。同样,在设计英语混合式课程时,也应考虑学生的语境。应向教师和学生提供信息通信技术和方法论专业发展。最后,该计划应仔细平衡面对面和在线模式的整合。这项调查可以帮助学术界的语言教育者和课程设计者进行需求分析研究,以创建情境化的混合式学习计划。
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Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices
This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers’ and administrators’ perceptions were gathered through a questionnaire, interviews, and focus groups and analyzed using grounded theory. Findings revealed the need to invest considerably in new personnel and e-infrastructure. Likewise, students’ context should be considered to design EFL blended programs. Teachers and students should be offered ICT and methodological professional development. Finally, the program should carefully balance the integration of face-to-face and online modalities. This investigation can help the academic community of language educators and curriculum designers carry out needs analysis studies for creating contextualized blended learning programs.
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来源期刊
Profile-Issues in Teachers Professional Development
Profile-Issues in Teachers Professional Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
22.20%
发文量
33
审稿时长
36 weeks
期刊最新文献
Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School Constructing Community Knowledge by Exploring a Group of High School Students’ Funds of Knowledge Exploring Criteria for Evaluating In-Service English Language Teachers’ Performance “It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL
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