Abstract:

This paper describes a series of project-based tasks set to students at Ruse University in Bulgaria both in the classroom and as extracurricular activities in the context of the challenges and opportunities created by the Covid pandemic. First, it describes the foreign language learning environment at Ruse University as well as some of the most important learners’ needs and learner profile characteristics. The challenges, expectations, difficulties and opportunities that both teachers and students have faced in the last year are also discussed. The social nature of language learning presents an interesting challenge for designing online teaching content. On the one hand it should potentially compensate for deficiencies such as long periods of physical distance characterized by computer mediated interaction only. On the other, it should take into consideration factors such as learners’ increased self-sufficiency, time-management and greater responsibility for their learning. Different pedagogical frameworks of blending content and language learning are examined. The tasks are discussed in light of the chosen frameworks as well as in terms of task achievement measured against pre-set task evaluation criteria. Conclusions are drawn in relation to delivering effective web-based learning. The paper argues for the enhanved feasibility of project-based learning in online teaching environments.

Keywords:

Design thinking and creativity, experiential learning, project-based learning, higher education.