Using ‘cybertasks’ to integrate technology and writing skills into 21st Century Higher-Education: an analysis of students’ perceptions
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/146108
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Using ‘cybertasks’ to integrate technology and writing skills into 21st Century Higher-Education: an analysis of students’ perceptionsFecha de publicación
2022Editor
International Academy of Technology, Education and Development (IATED)ISBN
9788409424849ISSN
2340-1117Cita bibliográfica
C. Girón-García, A.J. Silvestre-López (2022) USING ‘CYBERTASKS’ TO INTEGRATE TECHNOLOGY AND WRITING SKILLS INTO 21ST CENTURY HIGHER-EDUCATION: AN ANALYSIS OF STUDENTS’ PERCEPTIONS, EDULEARN22 Proceedings, pp. 1431-1441.Tipo de documento
info:eu-repo/semantics/conferenceObjectVersión de la editorial
https://library.iated.org/view/GIRONGARCIA2022USIVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
In the field of English language teaching and learning, the influence of Information and Communication Technologies (ICTs) has promoted the digital adaptation of the resources employed in order to meet the standards ... [+]
In the field of English language teaching and learning, the influence of Information and Communication Technologies (ICTs) has promoted the digital adaptation of the resources employed in order to meet the standards of the ‘e-generation’ (Schmar-Dobler, 2003; Grabe & Grabe, 2007; González-Vera, 2016). This adaptation has proved beneficial for the student learning process in English for Specific Purposes (ESP) settings (Jurado-Navas, 2018). This study analyses the perceptions of a group of Spanish higher-education ESP Psychology students concerning different types of online resources (video, text, and a combination of video and text) to complete a ‘Cybertask’ (Girón-García, 2013) in which students are required to search information from the Internet to write about different types of psychotherapy. After Cybertask completion, students filled out a questionnaire in which they had to rate the degree of appropriateness, usefulness and engagement they perceived while using the online resources. The study reports on students’ perceptions according to these parameters, placing special emphasis on the low preference towards video resources, which could be interpreted as detrimental or beneficial for the completion of the Cybertask, and describes how factors like proficiency level and background knowledge may play a role in mediating students' perceptions. [-]
Descripción
Ponència presentada en: 14th annual International Conference on Education and New Learning Technologies (EDULEARN22), Palma, 4-6 July, 2022.
Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess