The Utilization Of E-Learning Instruments In Consolidation Activities Of The Grammar Elements

Abstract

In conducting Communication in Romanian/Romanian Language and Literature activities we cannot say that there is a universally valid method to ensure success. Therefore, the crucial role that accrues the Romanian language and communication teacher is to choose and adapt to the contents and to the classroom, suitable methods of teaching, learning and assessment to enable all actors of education to ability to communicate, collaborate and connect with each other, thereby contributing to school success. As can be seen from both the reality of activities that take place in the classroom, and the results of studies in recent years, the strategies based on multimedia means increases students' motivation gives them the opportunity to interact with other students or with the teacher, to take advantage of the experience and knowledge of others, in order to correct/ optimize certain knowledge or to build its own code of values and attitudes. So, to the three elements of traditional pedagogical act - student, teacher and learning content - we might add the learning situation, the resources and the technology. Virtual environments designed in this perspective will allow an individualized, interactive focused on complex activities education system. Through the use of multimedia, Romanian language activities become equal opportunities with other disciplines, allowing this field of study to enrol in the complex paradigm of education virtualization. The present study aims to draw attention to the attitude that manifests both pupils and teachers by implementing the e-learning means in the hours for the consolidation of the noun.

Keywords: Romanian language communicatione-learningmultimedia systeme-learning tools

1. Introduction

Using with priority the active student-centred methods and techniques, that contribute to the

formation of the intellectual potential of students, implies the involvement of the child in the act of

learning, for providing the optimum conditions for the development of thought, intellect in the direction

of flexibility, creativity, inventiveness and for developing their interest in their own training, meaning his

training as an active participant in the education process. Reason for which it must consider an exceeded

of formal learning strategies and the introduction of new technologies to make the most of the educational

process.

How the computer science has the role of creating that subtle bridge between science and art and

how the Romanian language teacher role is to form the desire to read, the competence to communicate

and write correctly, the creation of some modern means which is part of the overall trends in the use of

new information technologies, becomes for the teacher a true challenge.

Therefore it must reflect seriously on words of Lucian Ciolan who considers that the skills profile

of an individual can be the cumulative result of a series of experiences of formal education and training,

non-formal education, informal life experiences. So the educational process performance can be achieved

by combining the school valences, as an traditional institution of education, and other environments in

support thereof. It's rather a necessary revision of the traditional role of the school and of classical vision

that institutions have of the educational offer. (...) (Ciolan, 2008, p. 65).

2. E-learning Integration in the Romanian Language Lessons

Multimedia system was quickly integrated into the educational environment. Analyzing the ways

in which modern information technologies may penetrate the education system, Ioan Cerghit believed that

multimedia systems focus on creating a complete educational environment as efficiently (Cerghit, 2008,

p. 93). Their inclusion in the educational activity creates a multimodal education (Ionescu, & Bocoş,

2009, p. 369), It is based on a complex combination of image, sound, word and colour.

All elements of multimedia in education have a substantial formative value as presented by Joița

Elena (2006, pp. 204-206): they ensure authenticity context of learning because involve a diversification

of multimedia sources as information sources. Learning activities are authentic, and the emphasis is

always on solving various learning problems emerged through collaboration through joint consultations

and debates. They involve consultation of various sources of information and facilitating the completion

of knowledge through collaboration, by using the techniques of teamwork.

Using strategies based on multimedia stimulates cognitive confrontations, determines active and

interactive training and gives the learner cognitive and informational autonomy. The student has an active

attitude, continuously stimulating personal reflection capacities, critical thinking, imagination, creativity,

but also an interactive one, being forced to interact with other to solve teaching tasks. Combinations

between traditional strategies with multimedia strategies can be beneficial in terms of interpreting

capacity; they have shown a better ability to interpret when traditional strategies combine with the media

ones and when they are combined with group strategies, comparing to the traditional types of activity

(Tudor, 2013, pp. 682-686).

We are witnessing an act of comparing ideas, which means implicitly using reflection to achieve

generalization. We are therefore facing a genuine assessment, continuous, focused on optimizing the use

of different assessment criteria on valuing learning by seeking solutions. Multimedia means make it

possible to manage your own learning after your own act, rhythm, style, and according to specific needs,

skill development, promotion or retraining. The ludic aspect, inevitably, can play a primary participatory

role for the user (favourable motivation for acquiring knowledge) (Iucu, 2007, p. 104).

This level requires disclosure of the concept of e-learning. According to Cucoș (2006, p. 133), the

term e-learning it is taken from the Anglo-Saxon literature and is about learning facilitated by electronic

means . In recent years, the way to understand the need to implement e-learning system resources in

education by teaching requires consideration of several factors. It's about the way it is designed, as a

whole, the process of teaching and learning, the educational aims of learning motivation, the

methodology and teaching style, the social context and personal issues (Glava, 2009).

For there to be a real learning process is not enough to spend time in virtual universes, to use

multimedia CDs or to communicate with intelligent software. It is necessary that these instruments are

implemented by a subject, a dynamic agent of education in order to achieve objectives and to engage the

students more and more to the work of knowledge assimilation and consolidation. The task of learning

that is developed by the teacher must consider: the operational objectives, the initial situation, the type of

activity, the participation (roles) of student and teacher and the device to be used. We also need to call on

activities involving problem-situations, creativity, and interaction with various factors, both during and

after the execution of the task.

Like other disciplines, also the Romanian language (referring here mainly to lessons dealing with

construction elements of communication).It is a continuous process of development and adaptation to the

requirements of the society of knowledge. From here the need to improve the quality of teaching and

learning, to increase the knowledge and information level, to introduce a greater degree of flexibility in

response to social needs by introducing a new vision of teaching act. In Romanian Language lessons it

may signal, lately, a significant increase in interest in using new information and communication

technologies of implementation of the e-Learning in teaching - learning – evaluation process, which led

to a rethinking of the teaching process, facilitating the transition from teacher-centred learning to student-

centred learning.

In the lessons that involve the adoption and strengthening of construction elements of

communication are used increasingly more often, PowerPoint presentations as teaching material,

educational software adapted to different learning styles, simulation programs. We find that using these

new means to increase access to educational resources for teaching - learning - assessment determines the

changing role of the teacher and the student in a training environment network.

We are witnessing a change in the traditional roles of teacher and student held in mainstream

education. Thus, the teacher is no longer the main communicator, but becomes a designer of experimental

training environment and an expert in formulating questions. He encourages customized targeting,

offering only the original student work and ensures that the presentation of topics for study to be made

from multiple perspectives, adapted to different learning styles (Adăscăliţei, 2007, pp.14-15). On the

other hand, the student will not have the role of spectator, but will be in a position to seek by himself the

right answers, interact, collaborate and learn in groups, sharing to the other actors in the act of learning

his own experience. The student gets to become the manager of their independent learning tasks drafted

by the professor, being this way motivated by the learning process. Today's student is oriented by our

society, especially towards learning by computer. Therefore, the use of educational software in the act of

teaching will be more motivating and will increase thus their interest to solve the teaching loads by

harnessing new technologies. The Computer as a multimedia environment has became active learning

vector, a simulator which allows to acquire professional gestures, it doesn’t teach you only knowledge

but also skills (Iucu, 2007).

3. Methodology of Research

3.1 The Objectives of the Study:

identifying student's attitude in class III (3 classes) to the consolidation of the noun lessons that

use multimedia;

identifying the attitudes of teachers for primary education regarding how e-learning means

influences the consolidation of the noun lessons;

analyze the advantages and disadvantages expressed by students and teachers from the

perspective of e-learning in the Romanian language classes, particularly consolidating. the noun

The general hypothesis of this research starts on the assumption that the perception that students of

class-III, and equally certain teachers in primary, have in terms of integrating e-learning into lessons for

strengthening the construction elements of the communication is extremely favourable. Differences are

based on the age, ability to use computer and ICT resources to be involved in the educational process.

3.2. Subjects

To prove the hypothesis from which the present research starts and also the proposed objectives,

were targeted three classes-III and a group of 10 subjects - teachers in primary education. The mentioned

classrooms were set between 25 and 30 pupils, aged between 8-9 years old and 9-10 years old. Primary

teachers who were part of the group of subjects aged between 35 -40 years.

3.3 The Organization of Research

The research was conducted in the first semester of school year 2015-2016, at the end of the unit

Travel by sleigh, during the lessons for the consolidation of the noun. After the teaching lessons of the

noun as a construction element of communication, in which they were used mainly traditional methods,

followed the lessons to strengthen the notion of a noun with all grammatical categories studied at this

level (Nouns or own, categories which are called by the nouns, nouns number: singular-plural).During the

lessons of consolidation it was tried in addition to traditional strategies, introducing a more pronounced

elements of e-learning (Internet as a source for providing information in preparation of materials for the

lessons, power-point presentations, listening fragments, educational software, educational CDs).

They used several activities in these lessons of consolidating the noun, all from the idea of the

game by means of e-learning. So, after the students are divided into teams, they come to the laptop one by

one and solve the game on Edu CD’s that has the requirement: group the nouns in the table, depending on

what you call being, things and events. If the answer is correct, the student is congratulated: Perfect!,

Congratulations! If he answers incorrectly in selecting the correct answer, the student is urged to longer

study: I do not think you have to hurry ... Try again!. Meanwhile, via projector, other students could

watch the board in class with the exercises solved by the team.

Another game, all used in order to stimulate teaching, has the duty "to target" with snowballs the

banners that are written with words, but in order to select nouns of them. Mention of the series used:

voices , loud, huddling, glazed frost , open; slope , away, cakes , start , door; nesting birds , laugh, cold,

white; dog , tall, boy s, wind, soft; speak, frost, sing, friends, blizzard.

One projecting text in PowerPoint whiteboard, and representatives of each team should emphasize

a common nouns with one line and with two the ones own. In situations of deadlock, students must

consult with the teams they belong. They are heard stories in which nouns are listed in their plural forms.

The team that quickly identifies the incorrect form, have to shout BINGO, and thus will be dotted

favourable.

Are just some of the activities used in the lessons of the noun consolidation aiming the level that

children have in the acquisition of knowledge about the part of speech taught, but also their attitude to the

use of multimedia in designing activities.

4. Results

After analyzing the responses that students were given at the applied questionnaires on introducing

modern technologies like e-learning in the consolidation of the noun lessons, it has been found a

favourable attitude to organizing this type of lessons. So, the students expressed their responsiveness and

preference for the lessons that involve interactivity determined by the using of learning systems

mentioned. It was confirmed, that multimedia elements influence positively, how each student is able to

charge didactic information. Children assimilate / correct knowledge they have much easier and perceive

these activities that go beyond the traditional, as a permanent play that allows them to correct hesitation

more easily. The pleasures with which children participate in these educational activities illustrate

therefore their willingness to use elements of e-learning in all lessons of Romanian language and

literature.

In the case of teachers, the interpretation on the questionnaire responses results show that they

appreciate positively the implementation of multimedia in Romanian language lessons. Moreover,

teachers enjoy that lessons menus dynamically and that students are more motivated to respond. The

teachers retention comes from the complexity and diversity of the materials to be prepared for this lesson,

registering visible perception differences. Those who have greater experience in the use of computers and

the Internet as an information source feel comfortable in this type of preparation of materials for lessons.

They show more easily in using these means, being less stressed by the possible technical

problems.

However, teachers considerate that the use of e-learning in the lessons of consolidation the

communication construction elements improve students communication with the colleges and with the

teacher, accepting more easily the desire to correct any wrong answers by students. Moreover, it was

found that also the shy students felt more at ease during these lessons and participated in solving tasks

much more active than usual.

5. Conclusions

Using multimedia technology in communication lessons in Romanian language and literature in

primary education is a general trend in recent years. This is determined not only by active and motivating

nature of the developed lessons through the inclusion of these elements, but also by the studies on

integration of e-learning in education in recent years.

The differences between lessons that uses mostly traditional strategies and the ones in which are

integrated multimedia means are evident both in the students' attitude and at the ease with which they

assimilate and consolidate knowledge. We believe, therefore, that the e-learning resources are factors that

come obviously in support of teaching. Of course, their use must be done correctly and their joints must

be harmoniously to achieve that ideal combination to facilitate the acquisition of knowledge or express

the idea in various ways (Cerghit, 2008).

Not so the audiovisual message is beneficial, as its effective integration into a strategy for training

and self-learning, by the teacher, whose presence is required. It is not about a technical formulation of the

educational process, but about ensuring unity between the technical and didactic aspects of the

educational activity (Ionescu, &Bocoş, 2009, p. 375).

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Publisher

Future Academy

First Online

18.12.2019

Doi

10.15405/epsbs.2017.05.02.49

Online ISSN

2357-1330