Browsing by Author "D. Anayatova"

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    APPLYING PROJECT-BASED LEARNING PRINCIPLES ON BLENDED LEARNING CLASSROOM: STUDENTS’ PERCEPTION
    (СДУ хабаршысы - 2020, 2020) D. Anayatova; Z. Kostaubayeva
    Abstract. In recent years, there has been a push towards innovative methodologies of English language teaching including blended learning approach and project-based learning (PBL). However, there is a lack of both training of teachers and research on blended learning in Central Asian higher education institutions. This case study takes place in the department of Engineering with first and second-year students attending English for professional purposes at the University of Suleyman Demirel. “Schoology™ was chosen as a platform for blended-learning (learning management system (LMS) and “WebEx” for online learning platforms. The aim of the study is to explore students’ perceptions of blended learning and understand its effectiveness in employing project-based learning. Aspects of PBL were implemented as a methodological tool including challenging problems, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product. The study is action research which includes a survey consisting of both Likert scale and open-ended questions; informal observation of students during face-to-face classes and group work activities and content analysis of students’ reflections and self-reports were used to triangulate data.
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    TEACHERS’ PERCEPTION OF LMS SCHOOLOGY IN FACE-TOFACE AND ONLINE TEACHING MODES: ADVANTAGES AND DISADVANTAGES
    (СДУ хабаршысы - 2020, 2020) D. Anayatova; D. Anayatova
    Abstract. For decades, scholars have debated which model of education is superior. Some argue that online is beneficial and others argue that online is less effective than traditional face-to-face. The study presents a lived experience of teachers’ perception of face-to-face and online teaching applying Learning Management System (LMS) Schoology. Presented paper deals with possible positive and negative experiences of English language teachers using Schoology during online and traditional face-to-face teaching. The study takes place in one of the universities in southern Kazakhstan. “Schoology” was chosen as a platform to ease and support the teaching process. The aim of the study is to identify teachers’ perceptions of the Schoology in online and traditional teaching styles. Participants were asked to answer a questionnaire about their perception of the Schoology and informal observations took place. The advantages and disadvantages of online education were additionally revealed in this study. The study is qualitative research with two teachers that uses open-ended questions and analyzed employing acceptance theory.