Perceptions and appraisals of k-12 students about their learning experiences in a Spanish language and culture b-learning program
DOI:
https://doi.org/10.5944/ried.19.2.15398Keywords:
Enseñanza semipresencial, blended learning, cursos en línea, actividades en línea, tecnologías de la información y la comunicación, percepciones del alumnado.Abstract
In this article we present the analysis of the appraisals declared by students of a blended Spanish Language and Cultural program during the 2014-15 academic year in terms of their online learning habits and autonomy, perception of difficulty and preference on activities and learning modality, among others. The purpose of this study was to receive feedback from the students (N=7.044) in order to assist in the decision-making process on the upgrade of the online courses after the second year of b-learning implementation. The study took place in the ALCE (Agrupaciones de Lengua y Cultura Españolas) program, framed on the education policies that the Government of Spain provides to Spanish K-12 students living abroad through complementary courses, to maintain their language and culture of origin. The 70 online courses which hosted the students of this research were developed under a Moodle platform and lodged at http://mecd.es/cidead/alce2. Results of the study show students’ preference for activities related to visual and listening skills, and high levels of learning perception through online activities. A high perception of technical difficulties is also found, which is experimented by students during their performance on the LMS, possibly related to both internal factors on LMS configuration and students´ level prior experience with online learning and digital competences. Results also show increasing levels of learning autonomy on the LMS through age and, in general terms, students’ satisfaction with b-learning modality.
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