Persona:
Bárcena Madera, María Elena

Foto de perfil
Dirección de correo electrónico
mbarcena@flog.uned.es
ORCID
0000-0002-0645-5933
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Bárcena Madera
Nombre de pila
María Elena
Nombre

Filtros

2014 - 2019132020 - 20243
Restablecer filtros

Ajustes

Resultados de la búsqueda

Mostrando 1 - 10 de 16
  • Miniatura
    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. España
    Este 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.
  • Miniatura
    Publicación
    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. España
    This 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.
  • Miniatura
    Publicación
    Análisis de la evaluación multicíclica en la construcción colaborativa de un repositorio digital de recursos de aprendizaje para Inglés Profesional
    (Universidad Nacional de Educación a Distancia (UNED), 2014) Bárcena Madera, María Elena; Talaván Zanón, Noa; Martín Monje, Elena María; Santamaría Lancho, Miguel; Sánchez-Elvira Paniagua, Ángeles
  • Miniatura
    Publicación
    Exploring Collaborative Reverse Subtitling for the enhancement of written production activities in English as a Second Language
    (Cambridge University Press, 2017-01) Talaván Zanón, Noa; Ibáñez Moreno, Ana; Bárcena Madera, María Elena
    This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.
  • Miniatura
    Publicación
    State of the art of language learning design using mobile technology: sample apps and some critical reflection
    (Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes
    In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on
  • Miniatura
    Publicación
    Language MOOCs: Providing learning, transcending boundaries.
    (De Gruyter, 2014-12-31) Bárcena Madera, María Elena; Martín Monje, Elena María
    Language MOOCs (or LMOOCs) are dedicated Web-based online courses for second languages with unrestricted access and potentially unlimited participation. They are generating interest and expectation in the contexts of university education, lifelong learning and online training in general. This pioneering book presents an initial analysis of the theoretical and methodological issues underlying LMOOCs and presents empirical evidence of their potential for the development of language communicative competences, based upon previously unpublished research. It provides a mosaic-like view of LMOOC research, not only with respect to the geographical and institutional origin of its authors, but also to the heterogeneous nature of their respective academic backgrounds, and suggests directions for future development. As in other types of online language courses, the integration of the results of multidisciplinary research projects and teaching experiences related to LMOOCs is fundamental to make the field advance steadily and respond to some of the real challenges and problems faced by individuals working and living in competitive plurilingual societies today.
  • Miniatura
    Publicación
    Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
    (Shahid Chamran University of Ahvaz, 2024-10) Martín Monje, Elena María; Bárcena Madera, María Elena
    This article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialised corpus and associated knowledge previously inserted in the tool as appropriate. The article compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration.
  • Miniatura
    Publicación
    Inclusive Language MOOCs
    (Graz University of Technology, 2021-05-28) Read, Timothy Martin; Sedano Cuevas, Beatriz; Bárcena Madera, María Elena
    This article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.
  • Miniatura
    Publicación
    Analysing student participation in Foreign Language MOOCs: a case study
    (P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
    This article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.
  • Miniatura
    Publicación
    'Thinking about learning' exploring the use of metacognitive strategies in online collaborative projects for distance professional English learning
    (Universidad de Valladolid, 2014) Bárcena Madera, María Elena; Martín Monje, Elena María; Talaván Zanón, Noa
    Este artículo explora el uso de estrategias metacognitivas en un contexto de proyectos lingüísticos colaborativos en línea, partiendo de la premisa de que pueden desvelar ciertas presuposiciones falsas relativas al aprendizaje de lenguas en línea y por tanto propiciar procesos de aprendizaje autónomo documentados, auto-regulados y potencialmente efectivos. Esta investigación parte de un proyecto piloto finalizado recientemente llamado The Professional English Workbench, que incluyó agrupaciones de alumnos basadas en tareas y un proceso de evaluación (tanto propia como externa) multi-cíclico, basado en el uso de rúbricas que tenían como objetivo principal la activación y mejora del uso de la metacognición. Tal y como se explica en el artículo, en este proyecto participaron estudiantes voluntarios de tres asignaturas relacionadas con el inglés profesional del grado de Turismo de la UNED, una institución de educación superior a distancia que hace uso de metodología de aprendizaje mixto centrada en la educación en línea a través de su plataforma virtual. Tras presentar tanto el funcionamiento del proyecto como el análisis de los resultados, se da respuesta a las preguntas de investigación iniciales, relacionadas con la opinión de los alumnos acerca de las tareas de colaboración llevadas a cabo y las posibilidades de mejora de la competencia metacognitiva en el contexto del proceso de aprendizaje de una segunda lengua.