The Implementation and Use of LMS in Language Teaching in Higher Education: Between Adaptation and Innovation
DOI:
https://doi.org/10.25746/ruiips.v10.i4.29098Keywords:
Language Teaching, LMS, Moodle, Learning Environments, CLIA ModelAbstract
Initially as a response to the challenges posed by the Covid-19 pandemic, but in the meantime, already transformed into a structuring reality of many Higher Education Institutions, technology has played an increasingly preponderant role in teaching. This study takes language teachers at the University of Santiago, in Cape Verde, as its subjects, seeking to analyze their perception of the implementation and use of the Moodle platform, in order to, in the end, reflect on the real transformation operated in terms of the pedagogical model used. The results point to positive beliefs and good acceptance of the Moodle platform, although its use is not very diversified, namely with regard to activities for language teaching and practice. It is concluded that we are still in a transition phase between an adaptation of traditional pedagogical practices and a true incorporation of an innovative teaching model, raising questions about forms and models for this transition.
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