Dilani Sampath Pahala Gedera
Dilani is currently working as an E-learning Designer at the University of Waikato. Also, she is currently involved in the institution-wide Moodle Learning Management System (LMS) project as the Teaching and Learning Lead. Prior to that, she worked as an E-learning Designer at Otago Polytechnic. She’s also worked as a lecturer in Malaysia, Sri-Lanka and New Zealand for 14 years, where she actively integrated educational technologies in the courses she taught. Her interest in educational technologies has led to several research projects in the past years in which she has explored how these can enhance learner experiences and engagement. Dilani holds a PhD in Education (E-learning) from the University of Waikato. Her research interests and areas of expertise include: E-learning, educational technologies, learning design, Instructional design, Video pedagogy, Technological Pedagogical Content Knowledge (TPCK), learner engagement, and Activity Theory.
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This chapter is based on a case study carried out in a university in New Zealand. With activity theory as its research framework, the research methods of this study include individual interviews, observation of online learning activities and analysis of other relevant documents. The learning technologies that facilitated synchronous and asynchronous learning activities of this course comprised Adobe Connect virtual classroom and the university learning management system, Moodle. The aim of this study is to examine the factors that affect students’ motivation and engagement in an online learning environment.
Through this case study, the chapter aims to connect the readers with pedagogical and practical ideas and strategies practitioners may like to consider when designing online courses that may enhance students’ motivation and engagement in online learning environments.
awareness which not only focuses on language itself, but
also a cognitive reflection upon language functions.
Language awareness can be fostered by giving learners
various choices in learning activities. The variety of
choice stimulates learner interest and has a potential for
learner development. This paper discusses the
application of the latest innovation of Information and
Communication Technology (ICT), which is known as
weblog for learner language development. The aim of
this study is to explore the pedagogical potentials of
using weblog as a tool in developing the language skills
of pre-university ESL students in a university in
Malaysia. In addition, this study further discusses the
impacts weblogging activities can have on students’
motivation to write in English. Drawing on students’
blogs as well as the responses given by students in
interviews and questionnaires the paper ends by
highlighting the benefits that can be acquired as a result
of the integration weblogs in language learning
classrooms.
Dilani Sampath: dgp3@waikato.ac.nz
This chapter is based on a case study carried out in a university in New Zealand. With activity theory as its research framework, the research methods of this study include individual interviews, observation of online learning activities and analysis of other relevant documents. The learning technologies that facilitated synchronous and asynchronous learning activities of this course comprised Adobe Connect virtual classroom and the university learning management system, Moodle. The aim of this study is to examine the factors that affect students’ motivation and engagement in an online learning environment.
Through this case study, the chapter aims to connect the readers with pedagogical and practical ideas and strategies practitioners may like to consider when designing online courses that may enhance students’ motivation and engagement in online learning environments.
awareness which not only focuses on language itself, but
also a cognitive reflection upon language functions.
Language awareness can be fostered by giving learners
various choices in learning activities. The variety of
choice stimulates learner interest and has a potential for
learner development. This paper discusses the
application of the latest innovation of Information and
Communication Technology (ICT), which is known as
weblog for learner language development. The aim of
this study is to explore the pedagogical potentials of
using weblog as a tool in developing the language skills
of pre-university ESL students in a university in
Malaysia. In addition, this study further discusses the
impacts weblogging activities can have on students’
motivation to write in English. Drawing on students’
blogs as well as the responses given by students in
interviews and questionnaires the paper ends by
highlighting the benefits that can be acquired as a result
of the integration weblogs in language learning
classrooms.
Dilani Sampath: dgp3@waikato.ac.nz