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Andrée Roy Lawless, N., Allan, J. and O’Dwyer, M. (2000). Face-to-face or distance training: <strong>Two</strong> different approaches to motivate SMEs to learn. Education & Training, 42(4/5), 308-316. Mayo, G.D. and Dubois, P.H. (1987). The complete book of training: Theory, principles and techniques. San Diego, CA: University Associates Inc. Matlay, H. (1999). Vocational education and training in Britain: A small business perspective. Education & Training, 41(1), 6-13. Mittelstaedt, J.D., Harben, G.N. and Ward, W.A. (2003), How small is too small? Firm size as a barrier to exporting from the United States, Journal of Small Business Management, 41 (1), 68-84. Noyé, D. and Piveteau, J. (1993). Guide pratique du formateur. Paris: Insep Éditions. Quirion, C. (2000). Les multiples facettes de la formation à distance. Info-Tech Magazine, 21, 14-17. Shepherd, C.D. and Ridnour, R.E. (1996). A comparison of the sales management training practices of smaller and larger organizations. The Journal of Business & Industrial Marketing, 11(2), 37-46. Smith, A. and Hayton, G. (1999). What drives enterprise training? Evidence from Australia. The International Journal of Human Resource Management, 10(2), 251-272. Tanova, C. and Nadiri, H. (2005). Recruitment and training policies and practices: The case of Turkey as an EU candidate. Journal of European Industrial Training, 29(8/9), 694-711. Wolff, J.A. and Pett, T.L. (2000), Internationalization of small firms: An examination of export competitive patterns, firm size, and export performance, Journal of Small Business Management, 38 (2), 34-47. Yin, R.K. (1994), Case study research: Design and methods, 2nd Edition, Thousand Oaks, California: Sage Publications. 704
Using Blended Learning to Develop Critical Reading Skills Zuzana Šaffková Technical University of Liberec, Liberec, Czech Republic zuzana.saffkova@tul.cz Abstract: Teacher education programs expect student teachers to succeed in a wide range of academic tasks that, apart from content knowledge, require effective application of their cognitive strategies as well as their academic abilities. In order to help the students meet these requirements, a great emphasis should be placed, among others, on their ability to read critically. However, students usually come to university with limited experience in academic reading, which reflects in their failure in academic tasks and at worst, consequent withdrawal from the university. Therefore, the introductory Study Skills course for the first year EFL students was modified so that it offered students an extended exposure to the reading tasks and activities through blended learning. An on-line module that supplemented in-class sessions was designed so that it complied with the principles of scaffolding instruction that helps students, by offering enough support, apply skills and strategies independently. This also aimed to “facilitate motivational development in reading” and assured “that the students are not lost or ill-guided” (McNamara, 2007). For tutors, this scheme helped intensively assist the students´ learning and thus foster comprehension monitoring. The effects of the course were examined and the following research questions were addressed: What are common students´ deficiencies in critical reading skills? Does the computer-mediated instruction help students understand more in-depth subject matter? What further adjustments of the course will have to be done? The article presents an insight into the EFL teacher trainees´ common reading problems, reports on the effectiveness of the on-line environment as judged by the students, and addresses desirable measures in further research. Keywords: blended learning, critical reading, reading competence, scaffolding 1. Introduction The students who enroll in the EFL teacher-training program of the Faculty of Science, Humanities and Education at the Technical University of Liberec are required just from their first participation in different courses, seminars and lectures, to demonstrate their ability to cope with a range of tasks that demand their intellectual and academic maturity. One of the prerequisites necessary for their successful encounter with a variety of academic tasks is the ability to read critically. However, the students´ capabilities to use their analytical and evaluative mental processes are generally considered by the teachers insufficient and superficial. This is mainly manifested in culture studies courses when the students are asked to read a variety of literary texts, understand and interpret them; as well as in writing classes, when the students have to organize their thoughts in a logical, persuasive text supported by proper evidence. In both these types of activities, critical comprehension, interpretation and evaluation are the most important skills that are imperative in an academic context. The common deficiencies indentified by the teachers, and also generally mentioned in literature (Carrell, 2000; Hellekjær, 2009; Hermida, 2009, etc.) refer mainly to the students´ poor ability to identify the authors' major points – especially the implied ones, to distinguish facts and opinions, to spot arguments, and to make judgments. All these problems multiply in second language reading since even skilled L1 readers fail to monitor their reading in L2 successfully until they have achieved a certain threshold of proficiency in the new language, as Alderson supports: “in second language reading, knowledge of L2 is a more important factor than first language reading abilities” (2005, p.23). Thus, two essential factors underlie the students´ reading competence: language knowledge and knowledge of reading. Another reason, often hidden within these noticeable demonstrations, is the fact that the reading comprehension instruction even at the university level is limited to checking or testing the students´ reading skills through comprehension question exercises with little demand on higher-level thinking skills. It is assumed that the students have already acquired the skills and strategies needed for approaching a text critically. 2. Critical reading The ability to read critically is usually understood by the teachers as the ability to comprehend a text, which means “extracting the required information from it as efficiently as possible” (Grellet 1981, p.3). Even if the ability to derive meaning from written text accurately and efficiently is a vital skill, it is also necessary to evaluate the information and ideas detected from the text and then decide what to accept and believe, which is a “a level of understanding that entails distinguishing fact from opinion; recognizing an author´s intent, attitude or bias; drawing inferences; and making critical judgments” (Adams and Patterson 2008, p.141). This level of critical understanding that goes beyond literal comprehension is crucial for effective reading. Wallace adds that “critical readers do not just 705
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Page 216 and 217: Andrée Roy determines if eLearning
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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