Abstract:

This paper discusses the implementation of various teaching resources of e-learning. E-learning helps to define different models and strategies in the teaching process. Traditional teaching methods may not be sufficient when it comes to developing a strategy or a common project from which both parties (teacher-student) can benefit. However, at present, specialized didactics that pursue their objectives without the utilization of technology, will no longer be able to propose a new model of education for a teacher-researcher. The most pressing issue is, how can teachers, who are not experts in modern technologies, make different e-learning platforms work? How should a teacher implement a series of tools that make the class sufficiently effective? This paper follows Don Morrison's approach, which states that: "An e-learning strategy operates at micro and macro levels. (...) It's important not to confuse strategic thinking regarding the e-learning strategy with strategic planning" [1]. Therefore, the planning of a certain number of strategies for the class would require the elaboration of a detailed and thorough plan of the actions to be carried out and to achieve set objectives. Since the links between e-learning and teaching strategies are not so explicit, mechanisms must be established to associate educational actions with the means to express them. In conclusion, the main goal is to demonstrate the effectiveness of the tools that provide learning through technology and information media. In order to observe the degree of compliance with the hypotheses raised, we have implemented a work project that connects three groups of students of Spanish as a second language (SSL) in three different countries.The groups are placed in Poland, USA, Slovakia and a series of tasks to be performed using different e-learning platforms on the network (web, Google, ZOOM for videoconferencing). Firstly, we will investigate whether the teacher acts as a mediator only or guides the process along with the electronic tools. Secondly, we will study whether the students must carry out the tasks using these electronic platforms; at the same time the teacher observes whether both the control group and the second group have developed, improved or modified their linguistic habits and behavior in learning a second language. The groups will have a meeting through a videoconference tool, record a conversation on video and finally they will fill in a brief questionnaire about the topic they have discussed. The results in the first phase of the research have shown that e-learning has a relatively high impact on language learning if the tools are adapted to the learning itself. However, the need for a teacher to control the process or help the student to solve the problem is essential. In this paper, we will focus on presenting the results of this research.

References:
[1] Morrison, D. (2004). E-learning strategies: how to get implementation and delivery right first time. Chichester: John Wiley & Sons.

Keywords:

e-learning, teaching strategies, e-learning platforms, learning process.