Persona: Martín Monje, Elena María
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emartin@flog.uned.es
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0000-0002-0134-7263
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Martín Monje
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Elena María
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43 resultados
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Publicación Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project(IATED, 2015-07-06) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena MaríaThe disruptive emergence of Massive Open Online Courses (MOOCs) in 2011 has led to a redefinition of the educational landscape in online instruction. MOOCs constitute a natural evolution of former learning models –based on social networks-, and premises put forward by the OER (Open Educational Resources) movement. Consequently, the need has arisen to investigate the role and competences of the educator in these new virtual environments. Such is the interest in the field, that it has become an emerging area of enquiry, putting it in relation with the two original types of MOOCs: cMOOCs (connectivist, network based MOOCs), and xMOOCs (content based MOOCs, much closer to formal models of Higher Education) (Beaven 2014, Castrillo 2014, Sokolik 2014). It is in this context that the ECO Project* has been devised. It proposes an innovative MOOC model that aims to improve quality, access and equity in education: the sMOOC, a social and seamless MOOC typology. It is ‘social’ because it is based on network learning practices and ‘seamless’ because it intends to transcend both real-life and conceptual boundaries, enabling a wide spectrum of approaches and contexts related to the different languages, cultures, settings, pedagogies and technologies. Thus, this paper will provide a practical analysis of the new instructor role and competences in this innovative sMOOC model, which combines the content based typology with the participation and debate through social networks.Publicación Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study(University of Toronto Press, 2014-01-01) Martín Monje, Elena María; Ministerio de Ciencia e Innovación. EspañaThe article shows the results of a research project designed to improve the results in the English as a Foreign Language section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad (henceforth EFLPAU). Using a quasi-experimental methodology (Seliger & Sohamy, 1990), relevant data was collected from two groups (control and experimental group) during a whole academic year just before their EFL-PAU. The hypothesis that students who used Web 2.0 based materials (forums, collaborative glossaries, social repositories with annotated past papers, podcasts, social bookmarking, a wiki and a blog) instead of traditional EFL resources achieved better results was quantitatively confirmed. Furthermore, it was qualitatively proved that Web 2.0 tools in EFL increase motivation in students, a crucial aspect for the achievement of good scores in the English section of the EFL-PAU. All these Web 2.0 tools were located in a Moodle course, one of the most widely used virtual learning environments. Although not strictly speaking a Web 2.0 tool, Moodle facilitates interactive information sharing, online collaboration and is user/learner-centered, all of which are key features in a Web 2.0 digital education context.Publicación Preparación de la PAU de inglés como lengua extranjera con el apoyo del aula virtual de moodle(Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas, 2010-07-02) Martín Monje, Elena María; Varela Méndez, RaquelPublicación Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia(Universidad de Barcelona, 2016-06) Vázquez Cano, Esteban; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresThis paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.Publicación Peer-to-peer interaction and linguistic feedback in foreign language MOOCs(Universidad de Granada, 2014-04-01) Martín Monje, Elena María; Bárcena Madera, María Elena; Read, Timothy Martin; Ministerio de Ciencia e Innovación. EspañaEste trabajo estudia las interacciones entre compañeros o interacciones peer-to-peer en el primer Curso Online Masivo y Abierto (COMA o MOOC en inglés) de Inglés Profesional realizado para nativos hispanohablantes en paralelo en las plataformas en línea UNED Abierta y Miríada X, con la finalidad de fomentar la instrucción abierta en el ámbito de la educación superior de lenguas. Dadas las diferencias entre ambas plataformas, en este artículo nos centramos en el curso de la plataforma Miríada X, cuyo planteamiento se basó principalmente en una serie de actividades de lengua interculturales que buscaban la interacción y el feedback entre compañeros, con el objeto de fomentar la comunicación en línea en la lengua de destino y desviar el enorme desequilibrio en la proporción entre estudiantes (cerca de 30.000) y profesores (5: 2 curadores y 3 facilitadores) y el elevado índice de abandono característico de este tipo de cursos. La información sobre el nivel de interacción alcanzado y el feedback proporcionado por los estudiantes se registró mediante la observación del seguimiento del curso y las opiniones de los estudiantes recogidas en un cuestionario final. El análisis realizado revela la necesidad de matizar algunos de los actuales criterios de calidad de estos cursos y de mejorar sustancialmente la percepción de los estudiantes de lenguas sobre la interacción con compañeros.Publicación Fostering Social Language Learning in Massive Online Courses: The Role of Discussion Forums and Social Media(IGI Global, 2022-06-01) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis study delves into the fostering of social language learning in massive online open courses (MOOCs). These have become hugely popular during the pandemic, and it has been deemed relevant to investigate how the MOOC format can be customised, so that it addresses the specificities of foreign languages. To this end, a MOOC on EFL (English as a Foreign Language) strengthened its communication tools through the use of social media (Facebook and Instagram) and reinforced support in forums, with dedicated facilitators. The research methodology adopted was DBR (Design-Based Research) and data were collected through quantitative and qualitative techniques. The use of these communication tools (social media and reinforced forums) was generally low, but these enhanced features were positively received, and course designers are advised to persevere in this trend and consolidate the educational use of social media to promote online social language learning.Publicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez-Arcón, Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Díez-Arcón, PazPublicación Data-driven learning to improve writing skills in foreign languages(EADTU, 2022) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresPublicación Analysis Of The Impact Of Social Feedback On Written Production And Student Engagement In Language Moocs(Elsevier, 2014-09-04) Ventura, Patricia; Bárcena Madera, María Elena; Martín Monje, Elena María; Ministerio de Ciencia e Innovación. EspañaThis paper explores the challenges of receiving feedback in a language MOOC and proposes a model for social feedback that aims to develop students’ foreign language written skills. The experience of the first edition of the first language MOOC in Spain, a course on Professional English undertaken by the authors, and the design of its second edition on the basis of such experience are presented. Particular attention is paid to certain aspects of the course such as the change of role of the teacher away from being an instructor, how to provide effective feedback with such a potentially unbalanced teacher-student ratio, and how to keep student motivation and involvement up.Publicación Differences and Similarities between Oral and Written Competence in Spanish Pre-University Students: A Correlational Study(Pontificia Universidad Católica de Chile, 2018-12-01) García Laborda, Jesús; Díez-Bedmar, María Belén; Martín Monje, Elena María; Fernández Álvarez, Miguel; Ministerio de Ciencia e Innovación. EspañaThe Foreign Language (FL) section of Spanish University Entrance Examination (EFL-PAU) has had few revisions over the last twenty years. The Spanish government has substituted the old EFL-PAU University Entrance Examination by a high stakes Baccalaureate Final Evaluation. However, further changes are expected in the coming years. Among the most important ones for the Foreign Language Section is a deep and necessary revision with the inclusion of new types of tasks. To try and inform the decisions made for the new Baccalaureate Final Evaluation, this article reports on the quantitative and qualitative analyses conducted thanks to a pilot oral test carried out with 772 recorded candidate performances. Three main goals were established for this research: 1) to find out the most important variables which characterize foreign language learning in secondary school in Spain; 2) to find out if there is any correlation between the oral competence of students at the end of their non-compulsory secondary education (as obtained from the pilot study) and the marks students obtain in the University Entrance Examination (which does not include the oral skill); and 3) to find out any aspects related to EFL teaching and learning which may potentially enhance oral performance. The results of this paper provide rich information on the students’ foreign language learning context, the strong correlation between the written and oral competences and the need to pay attention to three variables which foster the development of oral foreign language in secondary school classrooms.
