Abstract
Nowadays, educational institutions in Slovakia are looking for solutions to improve learning using adaptive software to meet the needs of a wide range of skill levels in a single classroom. In line with the educational challenges of the 21st century, language teachers of the Faculty of Manufacturing Technologies of the Technical University of Kosice in Slovakia have been using contemporary methods in the process of foreign languages teaching for several years. Based on blended learning concept implementation, the author presents the newly designed online course EnGeRu (English, German, Russian for Technicians) which serves as a supplementing platform to the full-time teaching course. To create this dynamic environment, the Moodle platform has been used. The course in available at http://web.tuke.sk/fvt-engeru/ to serve the needs of the Faculty of Manufacturing Technologies as well as other technically oriented faculties and universities. Key to success in the development of teaching materials for online courses depends heavily on the ability of language teachers to adapt the materials within current technological contexts to serve the needs of the future technicians. The author considers Internet resources as freely gettable tool that can be further adapted for special needs of English language learners. Following the principles of materials development, several examples of materials adaptation for English language online course are presented. The model of a blended e-learning course can be utilized as a pattern for various English for Specific Purposes (ESP) courses, which are nowadays widely developed and implemented at technical universities, especially when learners need to develop special language competencies within the context of special technical disciplines.
Highlights
Transition from face-to-face(FtF) learning model to one that utilizes up-to-date technology has been observed within higher education context
Many authors support the position by stating that current educational softwares, especially learning management systems (LMSs), enable universities to implement blended learning concept and expand distance learning (Lust et al 2012)
Having considered e-learning as the current way of learning, we introduced blended learning in all foreign language courses at our faculty: English, German and Russian
Summary
Transition from face-to-face(FtF) learning model to one that utilizes up-to-date technology has been observed within higher education context. Various approaches have been suggested to solve the issue. Gasevic points out that technology could actuate the quality of educational process, teaching approaches as well as learners themselves (Gasevic, 2015). Many authors support the position by stating that current educational softwares, especially learning management systems (LMSs), enable universities to implement blended learning concept and expand distance learning (Lust et al 2012). Some authors maintain that traditional universities should “reinvent themselves” meaning that they need to switch quickly from a program portfolio, which is understood as management of a learning process, to educational practice (Avdoshin, Pesotskaya, 2019)
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