TRADITIONAL Vs. E­LEARNING LANGUAGE ACQUISITION. TEACHER – STUDENT ROLES

Abstract

The advancement in computing and teaching has led to the creation of VLEs (Virtual Learning Environments), which marked a turning point in education and in the way people gained access to knowledge as part of lifelong learning. The low costs, the possibility to access the content anywhere and anytime, and the use of modern technology make VLEs very popular among learners. The use of technology on the one hand, and of social media and software, on the other, has generated a shift from the teacher-based learning to the technology-based one. In this context, information will be provided mediated by the platform and the teacher will withdraw physically, except for the case of blended learning, where teacher-student communication resembles to some extent the one used in the traditional courses. The traditional teachers' roles were meant therefore to change in order to bridge the gap created by the interface. Some institutions relied on attractive software, embedding blogging and social media into their courses, others on virtual classrooms in Second Life with the use of avatars to mimic the traditional presence of the teacher with a hi-tech flavor. Thus, the teachers' function in VLEs is more connected with the necessity to provide mentorship and weld the group of students, who are more autonomous than those enrolled in traditional courses, in order to ensure learning. By exploring resemblances, differences, common roots, weaknesses and strengths, in other words, by performing comparative analysis, the paper will look into the changes which have occurred in teachers' and learners' roles over time alongside with the momentum gained by e-learning courses.

Full text













The following ad supports maintaining our C.E.E.O.L. service


TRADITIONALVs.ELEARNINGLANGUAGEACQUISITION.TEACHER–
STUDENTROLES
«TRADITIONALVs.ELEARNINGLANGUAGEACQUISITION.TEACHER–
STUDENTROLES»
byLuizaKRAFT;DianaŢuţuianu;AnaMariaChisegaNegrilă
Source:
Conferenceproceedingsof"eLearningandSoftwareforEducation"(eLSE)(Conferenceproceedings
of"eLearningandSoftwareforEducation"(eLSE)),issue:02/2013,pages:580586,on
www.ceeol.com.

The 9
th
International Scientific Conference
eLearning and software for Education
Bucharest, April 25-26, 2013
10.12753/2066-026X-13-202
TRADITIONAL Vs. E-LEARNING LANGUAGE ACQUISITION.
TEACHER – STUDENT ROLES
Ana-Maria CHISEGA-NEGRILĂ, Luiza KRAFT, Diana TUğUIANU
"Carol I" National Defense University, sos. Panduri, Bucharest, Romania
anachisega@yahoo.com, luiza_kraft@yahoo.com, diana.tutuianu@yahoo.com
Abstract: The advancement in computing and teaching has led to the creation of VLEs (Virtual
Learning Environments), which marked a turning point in education and in the way people gained
access to knowledge as part of life-long learning. The low costs, the possibility to access the content
anywhere and anytime, and the use of modern technology make VLEs very popular among learners.
The use of technology on the one hand, and of social media and software, on the other, has generated a
shift from the teacher-based learning to the technology-based one. In this context, information will be
provided mediated by the platform and the teacher will withdraw physically, except for the case of
blended learning, where teacher-student communication resembles to some extent the one used in the
traditional courses.
The traditional teachers’ roles were meant therefore to change in order to bridge the gap created by the
interface. Some institutions relied on attractive software, embedding blogging and social media into
their courses, others on virtual classrooms in Second Life with the use of avatars to mimic the
traditional presence of the teacher with a hi-tech flavor. Thus, the teachers’ function in VLEs is more
connected with the necessity to provide mentorship and weld the group of students, who are more
autonomous than those enrolled in traditional courses, in order to ensure learning. By exploring
resemblances, differences, common roots, weaknesses and strengths, in other words, by performing
comparative analysis, the paper will look into the changes which have occurred in teachers’ and
learners’ roles over time alongside with the momentum gained by e-learning courses.
Keywords: teachers' roles, E-learning, blended learning, VLSs
I. INTRODUCTION
The questions of “what is teaching?” and “what should the teacher be like?”, whether asked as
such or just implied, have been for a long time the first questions to be pondered upon in any teacher
training seminar, any conference, any ELT journal. Trainers, specialists, teachers themselves usually
find it useful to resort to metaphors in order to answer them. Thus, the teacher has been pictured [1] as
an actor, as a conductor, as a gardener, or as in the famous legend, the one who teaches you how to use
a fishing rod instead of simply giving you fish. The place and the role of the teacher have been
constantly changing starting from the teacher in front of the classroom, lecturing and writing on the
board, to the teacher in front of the computer and even to the virtual teacher. The first part of this
paper is going to present the main roles that the teacher assumes in a traditional classroom. The second
part will explore the changes the traditional teacher had to go through in order to be able to perform in
e-courses and even in virtual classrooms. Finally, conclusions will be drawn with respect to the
similarities and differences between “old” and “new” teachers and especially to the necessary
transformations any teacher should be prepared to accept and embrace.
580
Access via CEEOL NL Germany

II. TRADITIONAL TEACHERS’ ROLES
If we think about the characteristic features of teachers in a traditional educational
environment, it is very easy to come up with things such as the importance of subject content
knowledge, pedagogic content knowledge (how to teach the same subject to different students, of
different levels, with different expectations, in different contexts), general pedagogic knowledge (e.g.
classroom management), curricular knowledge, and process knowledge (learning skills, observation
skills, etc.) [2]. A teacher should be very well prepared with respect to the knowledge in his/her field
of expertise and, furthermore, he/she should be willing to and even have a natural inclination for
continuing to strive for self-improvement as long as he/she lives. At the same time, a teacher should
possess professional skills, in the sense of being able to use the most adequate means and methods of
conveying knowledge to their students, including here a propensity for constantly searching and
keeping himself/herself up to date with the newest developments in teaching. If we were to mention
the characteristic features one may think of with respect to good teachers, there are quite a lot, such as:
creativity, cooperation, flexibility, adaptability, communication skills and the ability to relate to
learners.
The learner, on the other hand, was viewed traditionally as a recipient that must be filled with
knowledge and information by the teacher and as having a passive, rather reactive role, with no
possibility to act upon or influence the lesson’s contents and the methodologies the teacher uses in the
classroom. In a traditional context the teacher is the major source of knowledge, the leader and
educator, the organizer and controller of all activities [3]. In the traditional classroom, the teacher is in
front of the students (the learners) and the learner is always under the firm control of the teacher. The
teacher is the one who determines what skill is practiced, what grammar rule or language function is
performed, in other words, who says what to whom and when. Actually, most students who come to
learn English in a traditional classroom expect, at least at the beginning, the teacher to direct and lead
them and only later do they realize that they would like to be involved in the process of direction-
finding and decision-making. On the other hand, letting students take responsibility for their own
learning by promoting learner autonomy takes more effort and organization than controlling the class
and the classroom in a traditional way, not to mention that in many instances, both teachers and
students may feel more comfortable with a more autocratic leadership style.
Currently, internet research [4] has shown the existence of the following three main roles
assigned to traditional English teachers: diagnostician,planner,manager, but also those of monitor,
presenter,helper,explainer,corrector, or evaluator. A teacher working with a class often needs to
assume the role of a doctor who looks carefully at a patient and finds out about their problems and
how they can help them. Thus, a teacher looks carefully at his/her students and finds out what they can
and cannot do, realizing therefore what and how they need to study or work on in order to improve
their level. Planning involves making decisions about the teaching materials and methods which will
be most suitable to use in the classroom, the most appropriate tasks, the best way of grouping students,
etc. Managing the students in a classroom involves organizing the learners and the activities they
perform: moving students, giving instructions, giving out hand-outs, dealing with discipline problems
and so on.
It is important to remember the commonsensical idea that no matter how much or how well a
teacher teaches, there is still a certain degree, a certain extent in which he/she cannot influence the
learner’s natural process of language acquisition. In the traditional classroom all that he/she can do is
create the specific environment and atmosphere favorable to language learning in other words to foster
good relationships with the students and to encourage good relationships among the latter so that they
may be able to cooperate and make the most of each other’s knowledge. Definitely, the possibility to
do that depends, at least theoretically, on the students’ level, previous knowledge, and actual features
of character and personality.
It is equally true that the role and place of the teacher changed even in the classical types of
English courses. Even since the last years of the 20
th
century, there was a need in the ELT world of
making language teaching ”more flexible and more responsive to students’ real world communicative
needs” [5]. In the past, teaching was mostly exam preparation or exam training, especially in the
intensive forms of foreign language training. As the global context changed, teachers realized that they
needed to teach learners how to gain information and how to select and use it. Also, they needed first
581

and foremost to teach learners how to function well language-wise in a multinational environment. So,
most teachers started using the task-based approach [6] and it became very important to concentrate
the teacher and the class itself on achieving learner’s centeredness. The main basis for this approach
was “experiential learning” or “learning by doing”. Thus, even if the classroom is still physical and the
teaching act is theoretically still traditional, the task-based approach induces in a subtle manner a
change in traditional teaching as the act of trying to perform a communicative task involves using the
learner in a different way than before.
In a learner-centered context, the teacher is expected to let go of some of his/her power.
According to some authors [7], the teacher is no longer or at least not only a disseminator of
knowledge and information, but a mediator, a facilitator of the learners’ access to knowledge, an
advisor and a guide who stimulates and motivates students without literally “feeding them
information”. The teacher is a prompter, encouraging the students to think creatively, a participant in
discussions, a resource but in the sense of offering guidance as to where the students should look for
the information they need. Facilitation involves putting learners more in charge of their own learning
by giving them more initiative and responsibility. Finally, the teacher becomes a tutor when he/she
combines all the roles mentioned above in order to support and assist students who are preparing for a
talk or a debate, are writing a paper, or are working on ample projects.
All aspects considered, it is definitely clear that in a traditional English course, in a traditional
classroom with several students and a teacher, the latter must be able to switch between the various
roles described here judging on circumstances, students, and objectives.
III. TEACHERS’ ROLES IN E-LEARNING
In the search for more suitable teaching styles and methods to bridge the gap between
traditional courses and the changes in technology, E-learning (in its purest form or as part of blended
learning) has been regarded as the universal remedy to cure all problems of the traditional approach to
education. The information and communication systems became thus part of the learning process as a
medium to facilitate knowledge acquisition [8]. The basis of E-learning dates back to the 60’s when
the first attempts were made to teach children using computers. The first E-learning courses were
actually computer-based, but from its inception the Internet represented the real medium of the first E-
learning programs.
At the beginning, E-learning 2.0 courses were built around mere instructional packages
delivered to students via assignments. [9] The packages consisted in a number of activities which
could have been copies of lectures used in traditional courses, or just reading materials and collections
of links. Gradually, E-learning has developed to include social media, blogs, virtual classes on
platforms like Second Life, use of artificial intelligence and avatars. Therefore, the small world of E-
learning classes has been enriched with more elements that encouraged students’ self-learning such as
quizzes that could be automatically scores, e-mail support, chat rooms, etc.
According to Dudley and Evans [10], even the role of the traditional teacher evolved in time
to become more complex; in 1998, they identified five roles of the ESP teaches as:
•Teacher
•Course designer and material provider
•Collaborator
•Researcher
•Evaluator
The idea that the teacher should be more than the one strictly offering information from books
became increasingly fashionable in the 90’s. Some researchers even concluded that the one teaching a
course and the one designing it should be the same person as only this double function could guarantee
the successful transfer of knowledge. David Nunan pointed out [11] the necessity to involve teachers
in the development of curricula as providers of models and guidelines, or as actors in a curriculum
advisory position.
With the implementation of E-learning, some of the traditional roles of teaches were altered or
even disappeared, but, in exchange, other new roles have emerged. If in case of blended learning, the
582

teacher-student interaction still exists to some extent, in asynchronous classes, the learners have only
the platform to mime real human interaction via e-mails and chat rooms.
According to EDUCASE [12] the roles of the teacher in the modern e-learning classroom have
changed to better suit the demands of virtual reality. Functioning as an architect that has to make
decisions on the materials used by students to work with, or as a consultant to address the major
problems by providing the expert opinion, this new type of teacher has to create an instructional
framework to foster learning. This instructional framework is different from the traditional learning as
it lacks human, face-to-face interaction that would promote a pleasant learning environment, so the
need to support students has become greater by providing guidelines, reassurance, and support.
Moreover, as a publisher, the teacher will develop and distribute content in form of podcasting,
blogging, on-line publishing, etc.
According to Rodriguez, [13] the teacher in online courses assumes two different positions with
different roles: tutor and consultant. The table below shows the repartition of roles:
Table 1 Roles, functions and teacher figures
㻌
㻌
A major difference from traditional courses resides not only in the lack of human interaction,
but in the virtual environment itself, in the use of technology (computers, mobile phones, tablets, etc.),
and in the difficulty to create a supportive learning environment in a world which is not familiar to
many. The computer screen and the software will function as a barrier that has to be overcome by the
teacher through constant support and promotion of reflection, he/she being the only specialist in
management and technology who can actually do this.
This requires a great amount of flexibility to solve unforeseen problems, constant monitoring
of not only students’ progress, but also of their interaction in the chat room in order to intervene and
make timely decision about the course. Therefore, the teachers’ role in E-learning becomes more
difficult than the one in the traditional courses. The constant monitoring involves long hours spent in
front of the computers reading messages and trying to answer problems that appeared in an
asynchronous environment. The gap between the moment when the problem emerged and the one
when the teacher is actually aware of it becomes a major problem in virtual classes.
Moreover, the on-line teacher has to be able to work on the platform to write messages, design
activities, upload materials, establish sub-groups, assign tasks, etc. activities that are generally time
consuming. Some on-line courses are based on social media so the teacher needs to be familiarized
with Facebook, Twitter, writing and publishing blogs, or in some cases, with the use of avatars, and
virtual worlds such as Second Life [14].
There are even more mishaps that may impede upon learning: malfunctions of the platform,
errors, that have to be dealt with by the institution that organizes the course and which are beyond
teachers’ control, but also students’ problems with the Internet connection, software, etc. In addition,
the course content may cause other problems if it is not well structured and easy to approach by the
student, lacking guidelines and support.
583

 7KHUHIRUHOHDUQLQJLWVHOI KDVWR FKDQJH IURPSHUVRQDOWR FROODERUDWLYH LQ ZKLFKWKH WHDFKHU
FDQDOVRSOD\WKHUROHRIOHDUQHUQRWRQO\WKHRQHRISURYLGHURINQRZOHGJHDQGH[SHUW,QDGGLWLRQ
VWXGHQWV DUH PRUH HQFRXUDJHG WR WDNH OHDUQLQJ LQ WKHLU KDQGV DQG EHFRPH UHVSRQVLEOH IRU WKHLU
DFKLHYHPHQWDQGSURJUHVV7KHWHDFKHUDQGWKH VWXGHQWVFRRSHUDWHWR DFKLHYHD FRPPRQ JRDO DQG LW
EHFRPHVVWXGHQWV¶DVZHOODVWHDFKHUV¶REOLJDWLRQWRIRVWHUDJRRGOHDUQLQJHQYLURQPHQW6WXGHQWVKDYH
WKH RSSRUWXQLW\ WR OHDUQ IURP HDFK RWKHU E\ LQWHUDFWLQJ ZLWK WKHLU SHHUV ZLWKLQ WKH YLUWXDO OHDUQHU¶V
FRPPXQLW\%ORJHQWULHVGLDULHVPHVVDJHVXVLQJVRFLDOPHGLDZLOOEHPHDQVWRFRRSHUDWH LQRUGHUWR
SURYLGHDQGREWDLQNQRZOHGJH7KHVWXGHQWFHQWHUHGDSSURDFK ZLOOIDFLOLWDWH 76DQG66LQWHUDFWLRQ
DQGUHVSRQVLELOLW\LQWKHOHDUQLQJSURFHVV
7KH WHDFKHUFHQWHUHG PRGHO VWLOO GRPLQDWHV WKH RQOLQH FRXUVHV DV WKH RQOLQH LQVWUXFWRUV
DFFRUGLQJWR %RQN HW DO>@QHHG WR YHQWXUHLQIRXU DFWLRQ DUHDVLHSHGDJRJ\VRFLDO LQWHUDFWLRQ
PDQDJHPHQWDQGWHFKQRORJ\7KHUHIRUHWKHUROH RIWKHRQOLQHWXWRULV PRUHGLIILFXOWWKDQWKHRQH RI
WKH WUDGLWLRQDO WHDFKHU DV KHVKH KDV WR H[FHO QRW RQO\ DV D SURYLGHU RI NQRZOHGJH D PHQWRU D
PHGLDWRUEXWDOVRDVDVSHFLDOLVWLQPDQDJHPHQWDQGWHFKQRORJ\


,9&21&/86,216

7KH WUDGLWLRQDO DQG PRGHUQ WHDFKHUV¶ UROHV KDYH VLPLODULWLHV LQDVPXFK DV WKH FKDOOHQJHV WR
PHHWLQWKHODQJXDJHWHDFKLQJSURIHVVLRQKDYHEDVLFDOO\UHPDLQHGWKHVDPH$PRQJWKHPDLQDUHDVRI
FRQFHUQWKHIROORZLQJDUHQRWHZRUWK\WKHPDQDJHPHQWRILQVWUXFWLRQDOFRPSOH[LW\WKHFRXUVHGHVLJQ
WKH PDQDJHPHQW RI UROHV DQG UHVSRQVLELOLWLHV LQVLGH WKH JURXS WKH ZD\V RI HQVXULQJ WKH TXDOLW\
PDQDJHPHQWZKLOHPHHWLQJWKHFRXUVHREMHFWLYHV
7KH SUHVHQW SDSHU LV QRW LQWHQGHGWR SDVV MXGJPHQWDV WR ZKLFK RI WKHWZR DUHDV RI UROHV LV
KDUGHUWRSHUIRUPRUPRUHVXFFHVVIXO&RQVHTXHQWO\WKHFRQFOXVLRQVZLOOUDQJHLQWKHH\HRSHQLQJDQG
DZDUHQHVVUDLVLQJFDWHJRU\7KHFKRLFHEHORQJVH[FOXVLYHO\ZLWKWKHWHDFKHURUWKHRUJDQL]DWLRQ
$VVWDWHGDERYHWKHQHZWHDFKHUKDVDZLGHUFKRLFHRIGHOLYHU\PHGLXPVWRXVH1HYHUWKHOHVV
GXHWRWKH JUHDWHU FRPSOH[LW\ WKLV FRXOG EULQJDERXW PRUHSUHVVXUHRQWKHWHDFKHU2Q WKH VWXGHQW¶V
VLGHWKLVYDULHW\DQGFRPSOH[LW\UHTXLUHVWKHDGXOWVWXGHQWWRDGDSWYHU\IDVWDQGWREHYHU\YHUVDWLOH
VRPHWLPHVWKLVPLJKWWDNHPRUHWLPHWKDQSUHYLRXVO\HVWLPDWHG
6HFRQGWKHWUDGLWLRQDOFODVVURRPUHOLHVPRUHRIWHQWKDQQRWRQ D VLQJOH WHDFKHU¶V LQVWUXFWLRQ
DQGJXLGDQFH ,QWKHHOHDUQLQJFRQWH[WEOHQGWKHUHPLJKWEHPXOWLSOHLQGLYLGXDOV FRQWULEXWLQJWRWKH
FRQWHQWGHVLJQDQG GHOLYHU\ 6RPHWLPHVWKLV DVSHFW VKRXOG EH KDQGOHGZLWKFDUH WR UHGXFHSRWHQWLDO
FRQIOLFWDQGOHDUQHUFRQIXVLRQ
$V IDU DV WKH TXDOLW\PDQDJHPHQW LV FRQFHUQHG WKLV DUHD LV DOVR FRQQHFWHGWR WKH GHJUHH RI
PHHWLQJWKHFRXUVHREMHFWLYHVDVZHOODVWRWKH VWXGHQWV¶H[SHFWDWLRQV7KHWUDGLWLRQDOYLHZRSHUDWHV
ZLWK WUDGLWLRQDO EHQFKPDUNV DQG VWDQGDUGV ZKHUHDV WKH HOHDUQLQJ EDVHG RQH KDV DQ LPSRUWDQW
FRPSXWHU OLWHUDF\ UHTXLUHPHQW IURP WKH WHDFKHUV $V ZLWK DQ\ QHZ WHFKQRORJ\ DPRQJ WKH WHDFKLQJ
SURIHVVLRQ WKHUH DUH µGLJLWDO QDWLYHV¶ DORQJVLGH ZLWK µGLJLWDO LPPLJUDQWV¶ WKH VDPH DSSOLHV WR WKH
VWXGHQWV ([SHFWDWLRQV VKRXOG EH WKHUHIRUHPDQDJHG FDUHIXOO\ LQ RUGHU WR HQVXUH VXFFHVV 0RUHRYHU
H[SHULHQFH VKRZV LW LV HTXDOO\ LPSRUWDQW IRU WHDFKHUV DQG VWXGHQWV DOLNH WR UHDOLVWLFDOO\ SHUFHLYH WKH
SRVLWLYHRXWFRPHVJDLQVRIWKHFRXUVHDJDLQVWWKHHIIRUWUHTXLUHGWREHPDGHGXULQJWKHWUDLQLQJSHULRG
7RVXPPDUL]HLQERWKWUDGLWLRQDODQGPRGHUQIRUHLJQODQJXDJHOHDUQLQJWKHELJJHVWFKDOOHQJH
IRU DQ\ WHDFKHU LV WR PDQDJH WR FUHDWH ZKDW +DUULPDQ >@ FDOOHG µD VHDPOHVV OHDUQLQJ H[SHULHQFH¶
ZKLFKLVXOWLPDWHO\DERXWFRRSHUDWLRQDQGJRRGFRPPXQLFDWLRQEHWZHHQSHHUVJRRGUDSSRUWEHWZHHQ
WHDFKHUVDQG VWXGHQWV DQGIRVWHULQJD SURSHU DWPRVSKHUHLQ WKHUHVSHFWLYHOHDUQLQJ FRPPXQLW\ EH LW
OLYHRUYLUWXDO

 5HIHUHQFHV

>@+DUPHU-HUHP\7KH3UDFWLFHRI(QJOLVK/DQJXDJH7HDFKLQJ3HDUVRQ/RQJPDQ+DUORZ(VVH[
WK

HGLWLRQS
>@KWWSZZZVHQVSXEOLFRUJVSLSSKS"DUWLFOHODQJ IUDFFHVVHGRQ-DQXDU\
WK

584

>@&KRXGKXU\$6&ODVVURRP 5ROHVRIWKH(QJOLVK/DQJXDJH 7HDFKHUV7KHWUDGLWLRQDO DQGWKHLQQRYDWLYH
LQ &RQWHPSRUDU\ 2QOLQH (QJOLVK (GXFDWLRQ -RXUQDO
KWWSZZZDFDGHPLDHGX&ODVVURRPBUROHVBRIB(QJOLVKBODQJXDJHBWHDFKHUVB7KHB7UDGLWLRQDOBDQGB
WKHBLQQRYDWLYHDFFHVVHGRQ-DQXDU\
WK

>@KWWSZZZRQHVWRSHQJOLVKFRPVXSSRUWWHDFKLQJWLSVWNWWLSVWNWWLSWNWPRGXOHWHDFKHU
UROHVDUWLFOHDFFHVVHGRQ-DQXDU\
WK

>@7XGRU,DQ/HDUQHUFHQWUHGQHVVDVODQJXDJHHGXFDWLRQ&DPEULGJH8QLYHUVLW\3UHVV&DPEULGJHS
>@7KH WHUP ZDV H[SODLQHG LQ  1XQDQ '  7DVN%DVHG /DQJXDJH 7HDFKLQJ &DPEULGJH 8QLYHUVLW\
3UHVV&DPEULGJHSS
>@)HXHUVWHLQ 5 .OHLQ 3 6   7DQQHQEDXP $ -  0HGLDWHG /HDUQLQJ ([SHULHQFH 7KHRUHWLFDO
3V\FKRVRFLDO DQG /HDUQLQJ ,PSOLFDWLRQV )UHXQG 3XEOLVKLQJ +RXVH /WG /RQGRQ TXRWHG LQ
KWWSZZZDFDGHPLDHGX&ODVVURRPBUROHVBRIB(QJOLVKBODQJXDJHBWHDFKHUVB7KHB7UDGLWLRQDOBDQGB
WKHBLQQRYDWLYHDFFHVVHGRQ-DQXDU\
WK

>@7DYDQJDULDQ ' /H\SROG 0 1|OWLQJ . 5|VHU 0  ,V HOHDUQLQJ WKH 6ROXWLRQ IRU ,QGLYLGXDO
/HDUQLQJ"-RXUQDORIHOHDUQLQJ
>@.DUUHU7:KDWLVH/HDUQLQJ"(OHDUQLQJWHFKEORJVSRWFRP
>@'XGOH\(YDQV 7  6W -RKQ 'HYHORSPHQWV LQ (QJOLVK IRU 6SHFLILF 3XUSRVHV$ 0XOWL'LVFLSOLQDU\
$SSURDFK&DPEULGJH8QLYHUVLW\3UHVV6HS
>@1XQDQ'7KH 7HDFKHUDV &XUULFXOXP'HYHORSHU$Q,QYHVWLJDWLRQRI&XUULFXOXP3URFHVVHV:LWKLQ
WKH$GXOW0LJUDQW(QJOLVK3URJUDP$OWD%RRN&HQWHUS
>@KWWSQHWHGXFDXVHHGXLUOLEUDU\SGI1/,&SGI
>@(OHQD 5RGULJXH] 0 6HUUD 0 &DERW * *XLWDUW , (YROXWLRQ RI WKH 7HDFKHU 5ROHV DQG )LJXUHV LQ (
OHDUQLQJ(QYLURQPHQWV3URFHHGLQJ,&$/7 3URFHHGLQJVRI WKH6L[WK,((( ,QWHUQDWLRQDO&RQIHUHQFHRQ
$GYDQFHG /HDUQLQJ 7HFKQRORJLHV SS  KWWSSHUVRQDOXRFHGXSHUVRQDORQWRILOHV
,&$/7BURGULJXH]SGI
>@/ă]ăURLX*0LKăLOă5)ORUHD13kUOHD%X]DWX'&KLVHJD1HJULOă$00DVV&RPPXQLFDWLRQDVD
'HWHUPLQDQWRI6RFLDODQG3ROLWLFDO5HDOLWLHV(FRQRPLFV0DQDJHPHQWDQG)LQDQFLDO0DUNHWV
6RFLRORJ\6RFLDO6FLHQFHV,VVXH
>@%RQN&.LUNOH\-+DUD1DQG'HQQHQ9)LQGLQJWKHLQVWUXFWRULQSRVWVHFRQGDU\RQOLQHOHDUQLQJ
SHGDJRJLFDOVRFLDOPDQDJHULDODQGWHFKQRORJLFDOORFDWLRQ,Q6WHSKHQVRQ-HG7HDFKLQJ/HDUQLQJ
2QOLQH3HGDJRJLHVIRUQHZWHFKQRORJLHV.RJDQ3DJH/RQGRQSS±
>@(/HDUQLQJ5HVRXUFHVDW*UD\+DUULPDQFRPKWWSJUD\KDUULPDQFRPEOHQGHGBOHDUQLQJKWPS

585