Enseñanza Mixta en la lecto-comprensión de textos en Inglés en el Nivel Superior

Marcela  Puebla

Authors

Marcela Puebla Facultad de Ciencias Humanas, Universidad Nacional de San Luis

Keywords:

Moodle, Blended Learning, Reading comprehension, Higher Education, ESP (English for Specific Purposes)

Abstract

Technology integration in educational settings around the world has been evident. Hence, the inclusion of ICT in higher education is an opportunity to reflect on teaching-learning processes, to improve and update educational quality. Learning management systems at higher education offer students multiple benefits (Santamaría, Sánchez y Pardo, 2012). In this context, a qualitative study about the use of the VC (Virtual Campus) Moodle and the performance of students in the subject Technical English was conducted at the National University of Villa Mercedes in 2017. The fields of studies chosen were: Information Systems Analyst and Systems Programmer (ISA and SP) and University Technical Degree in Logistics (TUL, its Spanish acronym), all of them in the second year of their course of studies. The aim of this study was to assess the possible influence of blended-learning on the students’ performance in the subject Technical English.Results revealed that the influence of mixed modality learning had a low impact on students’ performance. Thus, further research in other cohorts of this subject and other degree programs of this university is suggested in order to confirm or refute these results.

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