CC BY
890Бюллетень науки и практики /Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
ПЕДАГОГИЧЕСКИЕ НАУКИ/PEDAGOGICAL SCIENCES
UDC 37 https://doi.org/10.33619/2414-2948/53/61
ZOOM TECHNOLOGY AS AN EFFECTIVE TOOL FOR DISTANCE LEARNING IN TEACHING ENGLISH TO MEDICAL STUDENTS
©Guzacheva N., ORCID: 0000-0003-1461-0718, Tashkent Pediatric Medical Institute, Tashkent, Uzbekistan, [email protected]
ТЕХНОЛОГИЯ ZOOM КАК ЭФФЕКТИВНЫЙ ИНСТРУМЕНТ ДЛЯ ДИСТАНЦИОННОГО ОБУЧЕНИЯ В ПРЕПОДАВАНИИ АНГЛИЙСКОГО ЯЗЫКА СТУДЕНТАМ МЕДИКАМ
©Гузачева Н. И., ORCID: 0000-0003-1461-0718, Ташкентский педиатрический медицинский институт, г. Ташкент, Узбекистан, [email protected]
Abstract. The paper presents issues associated with the introduction of effective educational technologies to distance learning a foreign language at the university. The review of the author's use of Zoom technology in medical education is presented. The current problems of introduction of distance learning technologies in teaching English language to medical students are determined. The experience of distance learning for teaching medical students a foreign language by the electronic educational resource Zoom is described.
Аннотация. В работе рассмотрены аспекты, связанные с внедрением эффективных образовательных технологий для дистанционного обучения английскому языку в вузе. Представлен опыт автора по применению технологии Zoom в медицинском образовании. Описано современное состояние дел по использованию дистанционных образовательных технологий при обучении иностранному языку в вузах Республики Узбекистан. Представлен опыт организации дистанционно обучения иностранному языку студентов-медиков на основе электронного образовательного ресурса Zoom.
Keywords: e-learning, distance learning technologies, English language teaching, medical student, Zoom technology.
Ключевые слова: электронное обучение, дистанционные образовательные технологии, обучение английскому языку, студент-медик, технология Zoom.
The importance of language cannot be underestimated, because it is the vehicle of thought and communication. The English language is a national and international medium of oral communication. By so doing, it has led to the exchange of feelings and effects which has contributed tremendously to the socio-economical and political development of any state. Uzbekistan, as a country of high repute in science and technology, is growing with each day that passes. The need to inculcate the use of English in teaching and learning in medical education is what this study attempts to demonstrate. The need for this is to broaden the horizon of knowledge and the spectrum of development which would cut across all the levels of medicine.
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Бюллетень науки и практики /Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
We are living in a world where technology is omnipresent. Due to the ubiquitous presence of technology the pedagogy of teaching methodology has also undergone a sea-change. The phrase "Online distance learning" has become the buzz word in medical educational environment. Infusing technology into medical education is really important as it caters the needs of the contemporary learners. The classroom environment, today, is completely different from the traditional classroom.
The technological component of learning is constantly growing. More and more classes are taking place online — yet rather than simply being a substitute for classroom courses, they can be blended with a classroom-based approach. This often offers medical students more engaging and motivating experience [1-6].
The electronic educational resource Zoom has helped to introduce a number of innovations into foreign language instruction. The widespread use of methods, activities and tools of Computer Assisted Language Learning enabled many teachers all over the world, including Uzbekistan, to enhance their teaching and maximize learning opportunities for their students. Fortunately, more and more high schools on the one hand and households on the other have computers and Internet access to make technology-assisted learning possible.
Typically, there are two sets of English teachers interested in experimenting with online teaching:
-Those who are considering using distance learning courses for students who can't attend classes.
-Those who are looking to supplement their classroom teaching with more interactive or personalized online components.
In a situation where more and more of us need to stay home, we need to find other ways to meet. Here are some tips and advice for university teachers on what can be good to think about and do in online teaching with the e-meeting service Zoom.
The online distance learning tools are changing the world we live in and the way we learn to live. One of the new original software-based conference room solutions is Zoom technology. Zoom is a cloud based service which offers Meetings and Webinars and provides content sharing and video conferencing capability. It helps, for example English teachers bring their students together in a frictionless environment to get more done. Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, collaboration, chat, and webinars across mobile devices, desktops, telephones and room systems.
Zoom's features allow English teachers to explore and assess the four skills through rich interactions with medical students. In addition to screen sharing, Zoom motivates English teachers to annotate their shared screen, making lessons more interactive. English teachers can record their lessons to the Cloud or locally - medical students can also record and turn recording on and off as many times as they like during a lesson, if the teacher enables this feature. Teachers can record lessons and watch them again to assess medical students' strengths and weaknesses and learners can self-assess their skills by watching recorded lessons. Medical students can watch the recorded lessons in a sequence to see their improvement over time. In addition, English teachers can assess medical students' development by showing the recorded lesson to another English teacher, whom they trust, and asking for constructive feedback.
Zoom grants English teachers to present the content of their lessons in various ways. Zoom's screen sharing can give English teachers a great opportunity to develop medical students' intercultural skills by sharing engaging materials such as videos and articles, and presentations. During lessons and after watching them, English teachers can encourage medical students to use active questioning to analyze and evaluate their learning. Educators could also ask students to reflect on their lessons by recording a video and sharing it.
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Бюллетень науки и практики / Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
Online distance learning in educational process has become a buzz in the medical education and today it caters to the needs of modern-day learners. Infusing technologies in classroom learning have added to stimulus and enhanced learner's interaction within the classroom. Distance learning has a vast presence in almost every field. Language teaching is one such field where technology has taken over and improved the ways of learning.
As for the strengths of an online distance learning course, the following come to mind. They:
-Provide easier access to course resources.
-Offer greater convenience for the English teacher and medical student and offer flexibility in scheduling.
-Can be personalized — that is, English teachers can cater to each medical student's proficiency level and learning goals by delivering different online resources to individual students so they can work on them in their own time.
As English has turned into a universal language, its presence and value in the world has expanded enormously in the past decades. But if language teachers teach as they taught earlier, then the required goals of learning English Language may not be achieved in the present global scenario.
There will certainly be an increased dynamism in the field of educational software and teaching techniques using the computer. Perhaps, most universities will benefit, in the future, of equipment and necessary resources for online distance learning. Online distance learning is thus an option of lifelong learning in the information society.
As we all know very well, performance is given by the class audience; this time students are free to enroll in one course or another, and are free to leave the course if it is ineffective. Transmission of information, learning in an open, professional system, continuously supported by special pedagogical methods and techniques becomes a commodity that can be bought. Even if online distance learning cannot completely replace traditional learning methods, it can facilitate learning or even provide more effective solutions. Its success depends on the quality of the solution adopted and, of course, the degree of medical students' motivation.
Based on this research's findings, it seems that Zoom technology is a great tool for collaboration. Medical students can use the chat box with another learner, with their English teacher or with the group. They can see everyone's camera and listen to everyone. English teachers can use the breakout rooms to group learners in pairs, threes or in whatever size group they want. It's a great way to encourage pair work or group work and allow medical students to work independently.
From my own experience as an online English teacher, Zoom has become an indispensable technology for the way we work, teach and learn together. Zoom has the capability of hosting 100 participants at a time, including audio and video. The platform is designed so that even with limited bandwidth, it works well. With Zoom's continued improvement in new features, we are excited to continue to find new and creative ways to create social presence in our classrooms of medical education.
To sum up, with the technology brought by Zoom, medical students will forget that their English teacher is a few thousand miles away from them. The innovative approach of Zoom technology enhances positive learning outcomes for diverse groups of medical students as well as encouraging higher education in remote areas while potentially reducing workloads for English teachers.
References:
1. Allen, I. E., & Seaman, J. (2017). Digital Compass Learning: Distance Education Enrollment Report 2017. Babson survey research group.
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Бюллетень науки и практики / Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
2. Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153. https://doi.org/10.1080/01587910600789498
3. Cook, D. A., & Triola, M. M. (2014). What is the role of e-learning? Looking past the hype. Medical education, 48(9), 930-937. https://doi.org/10.1111/medu.12484
4. Higgins, S., & Moseley, D. (2001). Teachers' thinking about information and communications technology and learning: Beliefs and outcomes. Teacher development, 5(2), 191210. https://doi.org/10.1080/13664530100200138
5. Lau, K. V. (2014). Computer-based teaching module design: principles derived from learning theories. Medical education, 48(3), 247-254. https://doi.org/10.1111/medu.12357
6. Watson, F. F., Bishop, M. C., & Ferdinand-James, D. (2017). Instructional strategies to help online students learn: Feedback from online students. TechTrends, 61(5), 420-427. https://doi .org/10.1007/s 11528-017-0216-y
Список литературы:
1. Allen I. E., Seaman J. Digital Compass Learning: Distance Education Enrollment Report 2017. Babson survey research group. 2017.
2. Beldarrain Y. Distance education trends: Integrating new technologies to foster student interaction and collaboration // Distance education. 2006. V. 27. №2. P. 139-153. https://doi.org/10.1080/01587910600789498
3. Cook D. A., Triola M. M. What is the role of e-learning? Looking past the hype // Medical education. 2014. V. 48. №9. P. 930-937. https://doi.org/10.1111/medu.12484
4. Higgins S., Moseley D. Teachers' thinking about information and communications technology and learning: Beliefs and outcomes // Teacher development. 2001. V. 5. №2. P. 191-210. https://doi.org/10.1080/13664530100200138
5. Lau K. H. V. Computer-based teaching module design: principles derived from learning theories // Medical education. 2014. V. 48. №3. P. 247-254. https://doi.org/10.1111/medu.12357
6. Watson F. F., Bishop M. C., Ferdinand-James D. Instructional strategies to help online students learn: Feedback from online students // TechTrends. 2017. V. 61. №5. P. 420-427. https://doi .org/10.1007/s 11528-017-0216-y
Работа поступила Принята к публикации
в редакцию 14.04.2020 г. 21.04.2020 г.
Ссылка для цитирования:
Guzacheva N. Zoom Technology as an Effective Tool for Distance Learning in Teaching
English to Medical Students // Бюллетень науки и практики. 2020. Т. 6. №5. С. 457-460. https://doi.org/10.33619/2414-2948/54/61
Cite as (APA):
Guzacheva, N. (2020). Zoom Technology as an Effective Tool for Distance Learning in
Teaching English to Medical Students. Bulletin of Science and Practice, 6(5), 457-460. https://doi.org/10.33619/2414-2948/54/61
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