The influence of technology on instructed language learning: A summary

“Emerging Technologies. Challenging hegemonies in online learning” is an article written by Godwin-Jones (2012). In his work, the author analyses the use of the web in higher education settings for instructed language learning. He also examines the characteristics of different learning management systems (LMS), the underlying pedagogy, the cultural dimensions, and the advantages and disadvantages of each.

            The main LMS explored by Godwin-Jones (2012) are Blackboard Learn, Moodle and Sakai. By comparing these three systems according to their technical requirements, his conclusion is that Moodle is the most widely used, due to its adaptability to a great variety of platforms. Furthermore, Moodle is available at no cost. Nevertheless, it should be pointed out that despite students’ contributions to the learning environment, the structure of the coursein LMS “still comes from the teacher alone” (Godwin-Jones, 2012, para. 5).

            As regards the underlying pedagogy of each LMS, Blackboard Learn is considered to be “a closed, self-contained system using cognitive-behavioral learning, with emphasis on information presentation and measurable performance assessment” (Godwin-Jones, 2012, para. 3). On the other hand, Moodle and Sakai are effective tools for collaborative work. In fact, Moodle was developed by taking into consideration a social constructivist learning model.

            With relation to the cultural dimensions, the author claims that the fact that these LMS came to existence in Anglophone countries may make these tools culturally biased. Owing to the fact that the orientation of the design of the LMS suggests an individualistic view in which reasoning is linear and rationalist and the communication is open and frank. However, this is also considered an ethnocentric view since young people generally portray various online roles and identities.

            Godwin-Jones (2012) also considers benefits and drawbacks of the use of LMS. On the one hand, instructors train their students to be “informed consumers of technology (Godwin-Jones, para. 11), to acquire technology know-how techniques and to become aware of their own language learning styles. Nonetheless, delivery of content in these settings is considered to be spoon-fed and the characteristics of the limited environment marks a difference with the constanlty-changing world of the net.

             As a conclusion, the author refers to numerous institutions which offer different courses that resort to LMS and to the current need of catering for logistic, pedagogical, and professional issues. Godwin-Jones (2012) considers that providing language courses that involve the participation of external students is interesting from a cultural perspective, which is the reason why the LMS is a helpful tool.

References

Godwin-Jones, R. (2012). Emerging techonologies. Challenging hegemonies in online learning. Teaching & Technology, 16. Retrieved October 2012 from

http://llt.msu.edu/issues/june2012/emerging.pdf