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Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Iwata, Jun Clayton, John Saravani, Sarah-Jane |
| Copyright Year | 2013 |
| Abstract | English has become increasingly important for Japanese medical professionals in Japan. However, the curricula at medical schools in Japan are so extensive that the time allocated for English classes is usually very limited, which means those classes often do not have the depth or scope to improve the English communication skills of medical students to the level necessary for their future career. Therefore, language teachers are expected to not only improve English curricula but also offer effective and attractive review courses for students' autonomous study. The authors of this paper have created Moodle-based English courses to improve the English curricula by integrating 'blended-learning' in class. They also have started to provide ongoing access to a range of review courses to help their students' autonomous study. This paper outlines how the authors integrated a self-reflective framework and a badge function in the review courses they created. It also illustrates how the framework will help learners find the suitable course at the right level and how issuing badges will help motivate learners to engage with the module or the course they have chosen. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED557184.pdf |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/ED557184.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
