Persona:
Martín Monje, Elena María

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0000-0002-0134-7263
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Martín Monje
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Elena María
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2014 - 20174
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Mostrando 1 - 4 de 4
  • 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.
  • Miniatura
    Publicación
    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 Dolores
    This 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.
  • Miniatura
    Publicación
    Understanding online interaction in language MOOCs through learning analytics
    (Taylor and Francis Group; Routledge, 2017-10-06) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Jorge Mañana-Rodríguez
    Data mining is increasing its popularity in the research of Technology-Enhanced Language Learning and Applied Linguistics in general. It enables a better understanding of progress, performance and possible pitfalls, which would be useful for language learners, teachers and researchers. Until recently it was an unexplored field, but it is expected to grow exponentially in the following years. This article attempts to be a relevant contribution as an instance of empirical research, showing the application of Learning Analytics to the Language MOOC (LMOOC) ‘How to succeed in the English B1 Level Exam.’ The focus or the research was threefold, trying to find out: (1) what types of learning objects students engage with most, (2) what aspects of online interaction relate more strongly to course completion and success, and (3) which are the most prominent student profiles in an LMOOC. Results show that short video-pills are the most powerful learning objects in this type of online courses, the regular submission of automated grading activities is a robust indicator towards course success, and the most prominent student profile in LMOOCs is ‘viewers’, those who access the learning materials but do not submit tasks or engage in online interaction actively, which would explain why the completion rate in LMOOCs is so low. This novel perspective into students’ language learning, which big data has assisted us in, should guide course creators to re-design the LMOOC for the enhancement of the audio-visual content. LMOOC instructors and facilitators should also encourage participants to increase the submission of activities –acknowledging these small achievements through micro-credentialing and badges-, and special attention ought to be paid to the most prominent LMOOC profile, those ‘viewers’ who should be lured into becoming ‘solvers’ or, even better, ‘all-rounders’.
  • Miniatura
    Publicación
    New forms of negotiating meaning on the move: The use of mobile-based chatting for foreign language distance learning
    (IADIS - International Association for Development of the Information Society, 2014) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María; Bárcena Madera, María Elena
    This paper analyzes the adequacy of mobile chatting via Whatsapp for the enhancement of a type of spontaneous and colloquial written interaction which has a strong connection with oral discourse. This is part of a research project undertaken with Spanish students of German as a foreign language with a beginner’s or quasi-beginner’s level. The paper presents the context and parameters of this learning experience and the methodology followed. Then, an analysis of the results is undertaken in terms of student response, attitude and participation, and also in terms of the meaning negotiation strategies and language used. Finally, conclusions are drawn regarding the adequacy of the Whatsapp technology for the practice and improvement of interactive skills for foreign language students at the initial learning levels.