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4. Methodology
Ivana Cechova et al.
In academic year 2010/11 we designed a research study the task of which was to find out if and how
ICT help the distance students in their study, how distance students assess ICT in their language
training and especially how the students assess LMS Barborka. For the first step of our research we
chose the method of interviews which were carried out via Skype. All respondents were our distance
students and graduates. The interviews were semi-structured, using an 'interview plus' approach to
enhance discussion (Bloom 1953; JISC 2009). The interview questions focused on four main themes:
likes and dislikes dealing with English study; language learning and ICT; LMS Barborka as a tool for
language learning; LMS Barborka and its evaluation from the students’ point of view. Ten interviews
were undertaken, with each lasting approximately one hour. Data were fully transcribed and entered
into INVivo. Initial coding was inductive (Thomas 2006) and categories that reflected the question
schedule and main trends were developed. The coded data were then reviewed by the research team
and a series of key themes were determined by consensus. The data were then re-coded according
to the agreed themes, and through this iterative process the project's findings emerged (Strauss,
Corbin 2004). We tried to achieve answers to the following research questions:
What are the students’ likes and dislikes dealing with English?
How do the students evaluate LMS Barborka as a tool for studying English and how do they
evaluate the study supports presented in LMS Barborka?
What are the advantages and disadvantages of ICT in language learning?
The second part of the research is a questionnaire aimed at creating a distance learner profile by
establishing baseline data on technology use. The questions elicited prior experience and
expectations of using technology for learning, and the impacts of e-learning. Then we wanted to find
out if our distance students prefer to use up-to-date technologies (the Internet, an in-house Study
Portal and on-line sessions in language lessons) or to be taught in a classical way (without computer
technology programs), furthermore we wanted to know the students’ preferences and needs while
using ICT in the language classes and the LMS Barborka utility. We wanted either to confirm or reject
the following hypothesis:
The students prefer the use of up-to-date technologies to a classical way of learning.
ICT can influence English training in a positive way.
Study materials and communication via LMS Barborka can influence English training in a positive
way.
The respondents were distance students of the University of Defence, the Faculty of Economics and
Management.
5. Findings
In some answers the opinions of distance study students do not differ from those of full-time ones
(research carried out in 2004-2009). All students highly appreciate the access to LMS Barborka,
which offers interesting texts from different economic and military areas full of various specialized
terminology. They like most especially those texts which differ from commercial textbooks and the
Internet materials. In this context they often express a demand for topics regarding their
specializations or military-political ones.
“Topics dealing with military and terrorism, as I can’t find them anywhere else.” (R4,
March 2011)
“Study supports for individual topics, they are well arranged and written in readable
English.” (R1, May 2011)
Students asses positively the communication with their tutors, tutors’ fast response to the questions,
the correction and evaluation of their homework and they also appreciate the possibility of electronic
testing, mainly in terms of the necessity to pass the STANAG 6001 exam.
“The evaluation of homework was a big surprise for me, it is accomplished at a high
technical level.” (R9, April 2011)
“The study materials enable to revise, possibly to deepen knowledge of the topics. They
are useful for the STANAG 6001 exam preparation as well.”(R10, April 2011)
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