Silvia Karina was born in May 1992 in Ciudad Obregon, Sonora, Mexico. She attended kindergarten at age 4 and graduated from primary school at age 12, then secondary school at age 15. After graduating secondary school, she began attending university at age 18 to continue her education.
El documento es una invitación a los justos a regocijarse en el Señor, cantando, bailando y salmodiando con júbilo y alegría para celebrar a Cristo Jesús, el Mesías, Rey de reyes y Dios eterno Creador de toda la tierra, a quien debemos adorar porque nos dio vida abundante, santa y llena de amor y alabanza.
This action research project aimed to enhance communication in the classroom using an e-learning platform. The researcher conducted a literature review on using Web 2.0 tools and technology effectively in e-learning, which is a growing trend. Specifically, the study explored using the Moodle platform in the classroom. The methodology involved two cycles of student surveys and classroom observations to evaluate the impact of using blogs, chats, forums and other Moodle features on communication. Results of the study and conclusions are summarized.
Silvia Karina was born in May 1992 in Ciudad Obregon, Sonora, Mexico. She attended kindergarten at age 4 and graduated from primary school at age 12, then secondary school at age 15. After graduating secondary school, she began attending university at age 18 to continue her education.
El documento es una invitación a los justos a regocijarse en el Señor, cantando, bailando y salmodiando con júbilo y alegría para celebrar a Cristo Jesús, el Mesías, Rey de reyes y Dios eterno Creador de toda la tierra, a quien debemos adorar porque nos dio vida abundante, santa y llena de amor y alabanza.
This action research project aimed to enhance communication in the classroom using an e-learning platform. The researcher conducted a literature review on using Web 2.0 tools and technology effectively in e-learning, which is a growing trend. Specifically, the study explored using the Moodle platform in the classroom. The methodology involved two cycles of student surveys and classroom observations to evaluate the impact of using blogs, chats, forums and other Moodle features on communication. Results of the study and conclusions are summarized.