Теория и методика обучения и воспитания (по областям и уровням образования) | Мир педагогики и психологии №08 (85) Август 2023

Integration of miro’s interactive platform for asynchronous business English language learning

Bondareva Nelli Karoevna
Master of Education, University of the People, Pasadena, USA

Аннотация: This article discusses the advantages and disadvantages of asynchronous learning, as well as methods to significantly mitigate the negative impact of asynchronous learning. As an example, the implementation of an asynchronous methodology for learning Business English on the interactive platform MIRO is presented. The learning process on this platform was organized in an asynchronous format, which involved the availability of various tools and resources such as video lectures, educational materials in formats, and forums for student communication. In this article, the author explores methods to enhance knowledge levels, and motivation, and overcome language plateaus based on their own practical experience in a private pedagogical practice.
Ключевые слова: English, distance learning, asynchronous learning, miro, platform-based learning, remote education, online education

In the modern information society, distance education is becoming increasingly common and in high demand. It offers new opportunities for acquiring education without being tied to a specific location or class schedule. Web technologies have significantly transformed the learning and teaching environment. Advocates of online learning have noticed that it can be effective in potentially overcoming barriers to learning. At the same time, online education contributes to increasing convenience, flexibility, modernity of study materials, a more individualized approach, and feedback compared to traditional classroom learning [4,5]. Opponents, however, are concerned that in online learning, students might feel isolated [1], which in turn could impact their level of motivation. This paper will examine the methodology of implementing an asynchronous education approach on the MIRO interactive platform [9].

Pedagogical theories that have influenced the study of asynchronous learning encompass a wide spectrum of approaches ranging from objectivism to constructivism. Representatives of objectivism believe that knowledge is objectively transmitted from the instructor to the learner, and skills such as memorization and information repetition can only be acquired through the individual practice of memorization. On the other hand, constructivists posit that knowledge is constructed by each learner through discovery, exploration, and experience [3, p.83-105]. Distance education, much like e-commerce, is becoming customer-centric. The focus of such education is gradually shifting away from the instructor and is directly centered on the learner, their inquiries, goals, and interests in the learning process.

Asynchronous education is one form of online learning that offers students flexibility and independence in studying materials. Unlike synchronous formats, where educational sessions occur in real-time and require the simultaneous presence of the teacher and students, asynchronous learning allows students to access learning materials and resources at their own convenience and study them at their own pace. In asynchronous education, students can view lectures, read materials, complete assignments, and interact with the teacher and peers through online learning platforms. They can study materials at any time of the day or night, revisit complex concepts, and progress through the learning program according to their own needs and capabilities.

The advantages of asynchronous online learning include flexibility and accessibility. Students can receive education from anywhere in the world, without the need to be physically present at educational institutions. This is especially beneficial for those who have limited opportunities to attend traditional courses or live in remote areas. For example, adults seeking to improve their English language skills often face time and schedule constraints. Additionally, asynchronous learning allows students to delve deeper into materials and learn at their own pace, which can contribute to a better comprehension of educational goals.

While asynchronous online learning through online platforms has numerous advantages, it also has some drawbacks that should be considered. Unlike traditional classroom settings where students can receive immediate answers to their questions, asynchronous learning may have limited opportunities for instant interaction. If a student has questions or difficulties, receiving a response might take some time, potentially slowing down the learning process. To address this issue, students might be encouraged to form a group chat on platforms like WhatsApp, Telegram, or other instant messaging services, through which they can ask questions to fellow students within the same group. The teacher still actively participates in guiding the learning process, directing students, and answering questions. However, they do not dominate the educational process, providing students with the opportunity to approach problem-solving not only independently but also more thoughtfully.

The complexity of asynchronous learning also depends on the technical infrastructure. Asynchronous learning requires access to a computer, the internet, and other technical resources. Issues with internet connectivity, platform malfunctions, or lack of access to necessary equipment can create challenges for students, especially for those with limited technical resources or insufficient technological literacy.

Since asynchronous learning does not have a fixed class schedule, students need to independently plan their time and organize their study activities. This requires good discipline and motivation to achieve success in learning. In my opinion, discipline and motivation play a crucial role in asynchronous learning, as students’ progress relies much more on their own autonomy and responsibility compared to synchronous learning.

To enhance motivation, teachers can assist students in defining specific and achievable learning goals. A clear understanding of what they want to achieve will stimulate their motivation and help them stay on the right track. As mentioned earlier, asynchronous learning does not have a fixed schedule, but teachers should encourage students to create a timetable in which they allocate time for studying, completing assignments, and participating in discussions. A structured schedule will aid students in organizing their time and maintaining discipline. Additionally, students can be introduced to available online platforms, tools, and resources that help them manage their learning process. This could include calendars (Google Calendar, Mac Calendar, etc.), task organizers (Notion, Evernote, etc.), as well as other planning and progress-tracking tools. Breaking down their learning into smaller, achievable goals is also recommended. This approach not only makes it easier for students to observe their progress frequently but also boosts their motivation. Regularly achieving goals, even if they are relatively minor, sustains ongoing interest and enthusiasm.

The platform also provides opportunities for interaction and collaboration among students. Discussion forums, group projects, or virtual seminars contribute to engagement and motivation. Students are also offered the chance to explore inspiring and interesting content related to their area of interest. This may include real-life examples, practical assignments, videos, or success stories of other people. It is also important to recognize students’ achievements and success. This could involve praising students, issuing certificates, and organizing virtual award ceremonies. At the same time, encouraging self-assessment and reflection is crucial. Students should assess their own progress, ask themselves questions, and learn from their own mistakes. It is important to remember that motivation can vary among different students, and each individual may respond to different methods. Therefore, it is important to adapt to student’s individual needs and preferences, creating a stimulating and supportive learning environment [6, pp.185-189].

The MIRO platform is an interactive online space designed for collaborative work and idea visualization. It serves as a virtual board where users can not only create and edit various types of content but also collaborate on it collectively. It is important to note that the MIRO platform was not specifically developed as an educational tool.

According to the author, the interactive MIRO platform is an excellent tool for asynchronous learning for several reasons. Firstly, MIRO provides virtual boards where learners can visually represent information, and create mind maps, diagrams, and other elements. This enables active interaction with the material and engagement in the learning process. Secondly, MIRO allows learners to collaborate on a single virtual board. They can simultaneously edit, comment, and discuss information, fostering collective learning and idea exchange. This is particularly useful in asynchronous learning, where participants can work at different times and from different locations. Thirdly, being a web-based platform, MIRO offers learners access via the internet from any device. They can easily create and edit content, add comments, and share their ideas without requiring complex software installation. Fourthly, MIRO allows the insertion of various media files such as images, videos, audio, and documents. This enables learners to utilize diverse resources and materials for learning, making the process more interactive and engaging. MIRO also provides tools for creating frameworks, lists, maps, templates, and other elements that help learners organize and structure information. This, in turn, aids learners in better understanding and retaining the study materials. Furthermore, the MIRO platform allows for saving and tracking the history of changes on the board, enabling teachers or learners to monitor progress and make necessary adjustments. This is particularly important for feedback and assessment purposes.

Overall, the MIRO platform offers learners a powerful tool for information visualization, collaborative work, and educational organization. Its flexibility and interactivity make it an excellent choice for asynchronous learning, where participants can actively interact and work at their own pace and convenience.

The author conducted asynchronous business English language training through the integration of the MIRO platform over a span of two years. For the research, a focus group consisting of 10 individuals aged 21 to 42 was created. The group comprised various professionals in the business world, holding positions such as an advertising agency manager, a marketing manager, a design studio owner, an HR manager, a strategic planning manager, an IT specialist, an accountant, a planning engineer, an entrepreneur, and a sales manager.

The main characteristics for selecting the focus group were the following factors:

- High level of motivation (upcoming internships, taking the IELTS/TOEFL English language exam, conference presentations, job changes, publishing scientific articles in English-language journals).

- Proficiency in technology - the ability to work with MsOffice/MAC Office suite, Zoom, Skype, and skills in online information search.

- Interest in learning business English

- English language proficiency at the B1 (Intermediate) level according to the Common European Framework of Reference for Languages (CEFR).

- Heightened interest in distance learning or prior experience in learning online

- Ability to work autonomously when solving educational tasks.

To organize the training, an educational program was created on the interactive MIRO board. The structure of the learning process is represented as islands and depicted in Figure 1. Each island encompasses one unit of study.

Figure 1. Organization of the Learning Process on the Interactive MIRO Platfrom

Note: Author’s original design

Students study the unit independently and complete all the provided assignments for self-paced learning. After the material has been studied independently, students are encouraged to apply the acquired skills in practice. In Figure 2, the teacher has created a separate interactive board where they placed discussion questions related to the studied material.

Figure 2. Example of Discussions on the Interactive MIRO Board

Note: Author’s original design

Students are required to express their opinions on the current question, and in addition to this, they must either agree or disagree with their peers’ opinions, providing a reason for their disagreement. This method not only helps students overcome  the feeling of isolation that accompanies asynchronous learning but also allows them to apply the studied material in practice.

After the second week of learning, students feel more confident as they have acquired all the necessary technical skills required for their studies. In the third week of learning, students are introduced to a new type of exercise - a group assignment that must be accomplished within 3 weeks. Students are divided into groups of two or three individuals. Each group attempts to find a solution for a specific business task. To solve the task, students need to interact directly with each other. They must decide on their own how to communicate and allocate roles for solving the business challenge. Upon the submission deadline, the teacher arranges a virtual meeting with the group for the presentation and assessment of the participants’ work. At the end of the lesson, students themselves choose the most successful business projects.

The curriculum consisted of twenty-four islands (units). Each island, in turn, comprised five sub-units. Additionally, the course program included five group presentations. Thus, over the course of two academic years, students covered 200 supervised hours, which, according to the CEFR language learning scale, is sufficient for the completion of one level [2].

One of the factors for selecting the focus group was the student’s proficiency in English at the B1 (Intermediate) level. It is worth delving into the problems that the students might face at this level of learning English. Inevitably, students who have reached the Intermediate level will have differing language usage profiles and learning needs, but often, as pointed out by Richardson [7], the following problems tend to arise:

- There is a gap between receptive and productive competence. The learner might make significant progress in understanding spoken and written language but still feel that their knowledge is insufficient when it comes to spoken skills

- Persistent fossilized language errors exist, meaning errors typical of lower-level learners persist and resurface in specific circumstances, regardless of the time and effort spent on correcting them

- Fluency in speech may be achieved through the use of simpler language constructs. The learner may predominantly use grammar from a lower proficiency level, as well as vocabulary and communication strategies, to express thoughts, without fully mastering more complex language structures and nuances used by more advanced users

- The learner has a limited vocabulary. Vocabulary development does not progress rapidly enough. The learner tends to excessively rely on lower-level vocabulary and fails to grasp more advanced lexical items

- Speech production can be adequate, but often lacks the characteristics of natural speech. The learner’s English may be fluent and grammatically correct, but it may sound overly formal and rehearsed

The issues that are mentioned above lead to what is known as the “language plateau” effect, where the development of language skills stagnates at the Intermediate or Upper-Intermediate level and does not progress further despite continued learning efforts. Littlewood [8] in his research identified several reasons for the occurrence of a language plateau:

- Insufficient practice: Learners stop practicing the language regularly or fail to allocate enough time for language learning

- Limited resources: If learners restrict themselves to using only one type of resource or learning method for language acquisition

- Lack of motivation: Learners might lose enthusiasm and put in less effort to improve their skills

- Difficulty with specific language aspects: Certain aspects of the English language, such as phonetics, grammar, or complex lexical structures, can pose particular challenges for learners

The aim of the described educational program on the MIRO board was to enhance students’ knowledge by structuring information clearly and to overcome the language plateau commonly encountered by Intermediate and Upped-Intermediate level students. The research objective of this work was to observe the focus group and track the reasons for low motivation and issues with engagement in the educational process. Furthermore, it was crucial to identify the effectiveness of asynchronous distance learning for business English using the interactive MIRO platform.
 

Table 1. English Language Proficiency Levels of Students in the Focus Group Over the Years

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