Godwin-Jones (2012) and the Learning Management System

Godwin-Jones (2012) depicts online learning hegemonies

In his article, Godwin-Jones (2012) highlights the importance that utilising a learning management system is gradually acquiring within language teaching in educational settings. These systems, in the author’s words, offer a variety of course management and teaching tools, as well as pedagogical and cultural standpoints regarding “learning design, instructional choice, and computer literacy” (p.4). Furthermore, Learning Management System pedagogical model resembles the traditional classroom in several fashions.

Particularly important is the remark made by Godwin-Jones (2012) about the main use of learning management system for language instruction. The author acknowledges that: “One of the principal uses of an LMS has been for instructors to upload learning materials for easy online access by students” (p. 7). On the other hand, he observes that the majority of these systems do not allow different courses to export materials, i.e. sources ought to be copied or created again if another course wants to have access to them. This drawback may well be overcome by the recent development of programmes which permit file sharing among courses or users.

According to Godwin-Jones (2012), the learning management system features a traditional classroom “with a top-down, instructor-delivered learning environment with emphasis on linear learning through instructor-provided or linked materials and assessments” (p.1). Nevertheless, it fails to account for oral interaction between teachers and learners or among learners themselves. The author suggests that the oral competence can be practiced in class whereas the language competence can be practiced by using the system through different kinds of activities. Moreover, the system allows for many applications to be added so further activities are provided to students. In his way, collaborative work outside the classroom is encouraged. Godwin-Jones replies that instructors should seek to provide language learners with both knowledge about technology and knowledge about their learning style so that they become aware of the multicultural, multilingual world.

As it can be noticed, Godwin-Jones (2012) asserts the topic of the influence that emerging technologies pose over language instruction. It should also be highlighted that this trend is likely to accelerate in the immediate future as a consequence of the pace of technological developments. Moreover, language teachers should be aware of the benefits of including different technological systems in their 

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References

Godwin-Jones, R. (2012). Emerging technologies. Challenging hegemonies in online learning. Language Learning & Technology, 16 (2). Retrieved from: http://llt.msu.edu/issues/june2012/emerging.pdf