Using a Learning Management System in the Course

of English for University Students

Natalya Snytnikova

Department of Foreign Languages, Novosibirsk State University, 2, Pirogova Street, Novosibirsk, Russian Federation

Keywords: Computer Supported Education, Virtual Learning Environment, Self-regulated Learning, Students,

Teaching English.

Abstract: The paper explores the potential of using a Virtual Learning Environment in teaching English to Master

students at a Russian university. On the base of an e-Learning platform a kind of private website has been

created with an online English course for Master students “English for Chemists and Biologists”. The

course is described in some detail. The Learning Management System supplied by Moodle, an e-Learning

platform, is presented. The materials and tools provided by the Moodle system are considered. The

outcomes are discussed of a mixture of a traditional and online English course used to teach the university

students. The author endeavours to determine whether the infusion of technology positively influences the

acquisition of the English language by the Russian university students. The author claims that the

pedagogical approach which involves both the technology-enhanced teaching and the face-to-face teaching

is the approach which is characteristic of the 21st century teaching practice. This promising pedagogical

approach helps to improve and innovate language learning in the classroom and outside the classroom.

1 INTRODUCTION

Today, e-Learning systems are considered to be an

integral part of the teaching and learning process for

higher educational institutions around the world.

These systems allow for knowledge sharing and give

the students access to learning materials without

regard to place and time (Zanjani et al., 2013). In

many cases a combination of face-to-face learning

and e-Learning is used. This kind of learning is often

referred to as blended learning. It is very important

that it should be used so that it would support and

promote positive learning experiences in students.

As is known e-Learning can take many forms

and is related to the environment in which the course

is based. Virtual Learning Environments (VLE) or

Learning Management Systems (LMS) provide

support for learners. Novosibirsk State University

(NSU) has developed its own course management

system. This is the Virtual Education Platform

el.nsu.ru supplied by the Moodle LMS.

The LMS created at the NSU provides an

infrastructure which helps to develop new methods

to support classroom teaching and distance learning

in the course of English for Master students. The

LMS is regarded as a tool for learning and teaching.

The merits of the LMS in the educational process are

as follows: 1) the arrangement of materials; 2) the

organization of the students' independent work; 3)

the development of assignments and tests; 4) the

monitoring of activities; 5) the development of the

assessment system.

We are going to examine what the course

“English for Chemists and Biologists” taken by the

Master students consists of and why. We are also

going to consider the LMS used in the course of

English as well as the outcomes of this usage.

The Master students' objective in the course is

learning and acquiring an academic degree. The

proposed teaching strategy leads to increased

students' motivation and engagement in their study.

The blended course used here creates good

opportunities for teacher-student interaction,

increases student engagement in learning, and

promotes students' ongoing improvement.

Learning on demand is becoming a type of

lifestyle in modern society. With the Moodle LMS

that provides everything the students need in terms

of learning in order to be successful in academic

studies and work these days.

In our course of English a promising pedagogical

strategy is used that is the combination of face-to-

Snytnikova, N.

Using a Learning Management System in the Course of English for University Students.

In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 1, pages 531-538

ISBN: 978-989-758-179-3

531

face learning and e-Learning provided by the

Moodle LMS. The resources found on the Moodle

LMS are effectively integrated in the activities

carried out in the course of English.

The given paper comprises three sections. In

section one the significance of the LMS usage in

higher education is discussed. The second section

deals with the course of English taken by the NSU

Master students as well as with the Moodle system

implementation in this course. The five main factors

that determine the LMS effectiveness are analyzed

in the third section.

2 LEARNING MANAGEMENT

SYSTEMS IN HIGHER

EDUCATION

The LMSs are widely spread in academic

institutions. They are useful during or in compliment

to face-to-face learning sessions (Loiseau et al.,

2015; Garrison, Kanuka, 2004).

Modern LMSs are developed basing upon an

educative theory rationale. They provide designers

with some functionalities that can be used to realise

various learning activities and are not restricted to

providing resource access to students (Loiseau et al.,

2015).

The use of blended learning at university level

has developed a lot over the last decade. By blended

learning we mean the mixture of online and face-to-

face learning.

Many researchers agree that blended learning is

the ideal teaching concept for the future

(Feshchenko et al., 2015; Schmidt, 2013; Limniou

and Smith, 2010). Students have different needs,

different background levels of knowledge and

different learning styles. So they may be not

satisfied with traditional teaching and learning

environments. Implementation of blended learning is

seen as a promising strategy to address this problem,

since it allows a combination of traditional and e-

Learning (Limniou and Smith, 2010).

In blended learning the focus is on the learners

and their needs. The learners are allowed to choose

what and when to blend, which means that learning

is controlled by learners rather than teachers. The

teacher facilitates their activity and helps them to

understand what they are supposed to learn and why

(Snytnikova, 2015; Garrison & Kanuka, 2004).

The LMS is considered to be successful when its

users accept and use e-Learning technology. In turn,

the LMS should have the following compulsory

features: perceived ease of use and perceived

usefulness (Zanjani et al., 2013). Then it will be able

to affect students' satisfaction.

Feshchenko et al. (2015) studied the possibilities

of using the Moodle LMS in learning and teaching.

They examined the merits of this technology and the

relation of students and teachers to the ways of e-

learning organization and compared it to the

traditional face-to-face education. They concluded

that both teachers and students agree that using the

Moodle system is convenient enough and they

willingly use the LMS. At the same time the

teachers admit that to manage an e-Learning course

is time-consuming. This is because they have to

develop a large number of materials, including tests,

independent tasks and a general evaluation system.

From the teachers' point of view there are the

following advantages of using the LMS: 1) the

organisation of educational process; 2) the

integration of the University; 3) no distraction

information; 4) the possibility of student-teacher

communication. The students value the following

features of the LMS: 1) the possibility of student-

teacher communication; 2) no distraction

information; 3) ease of use.

It is believed that an LMS supports student self-

regulated learning (Feshchenko, 2015; Dabbagh and

Kitsantas, 2012). Self-regulated learning is defined

as a student's ability to independently and

proactively engage in self-motivating and

behavioural processes that increase goal attainment

(Zimmerman, 2000). It is a skill where students are

supposed to know how to set goals, what is needed

to achieve those goals, and how to actually achieve

them. In order for students to self-regulate and direct

their own behaviours, they should also be motivated

and driven to attain goals (Dabbagh and Kitsantas,

2012; Kitsantas and Dabbagh, 2010). If they are

motivated, it helps them to cope with difficult tasks.

Learning using personal electronic devices has

made it possible to learn any time and any place, to

acquire small pieces of information, and use every

small period of time for learning while, for example,

on the train on the way to the university. The

technology provides opportunities to enhance

students' involvement in their study, improve

students' achievements, and enable more active and

personalized learning (Naveh, 2015; Snytnikova,

2015).

It was shown that for the students the best use of

technology in teaching would be easily accessed,

well-organized websites abundant with learning

materials (Naveh et al., 2010).

CSEDU 2016 - 8th International Conference on Computer Supported Education

532

2.1 Moodle System as a Virtual

Learning Environment

Moodle is a free and open-source software learning

management system or e-Learning platform that

serves educators and learners all over the world.

Moodle is used for different e-Learning projects

including blended learning in universities. Using the

Moodle system private websites with online courses

for teachers and learners are created to attain

learning aims.

Moodle as a kind of VLE provides:

 an administration system that tracks learners'

achievement and maintains records of their

progress;

 attendance and registration records;

 course information about all the learning

opportunities provided;

 learning resources (e.g., manuals, self-

assessment tests, home assignments);

 online courses (Clarke, 2008).

There is no universal definition of what a VLE

contains, so each institution may offer a different

environment. The VLE is composed of those

elements of the Managed Learning Environment that

are intended to support and deliver the online

learning (course information, learning resources,

communication systems (e.g. e-mail), and online

courses).

Figure 1: Virtual Learning Platform el.nsu.ru.

Figure 1 shows the home page of the VLE of the

NSU. The list of links down the left-hand side of the

page shows a range of facilities and functions that

you might expect to find in the VLE.

2.2 What Makes a Learning

Management System Successful

When the teachers use an e-Learning system, they

want to make their teaching more effective. In this

connection the success factors of e-Learning

acceptance and continued use have been studied

(Sun et al., 2008; Zanjani et al., 2013). It has been

stated that there are five factors which make an LMS

successful. They are the teacher attitude and skills,

the student attitude and skills, the LMS design, the

characteristics of learning materials, and the external

support.

All five factors are equally important. If a

teacher is willing to engage in interactive learning,

he/she can help students to get involved in active

interaction on an e-Learning system. The students

can adopt and accept an e-Learning system more

easily if they have enough computer knowledge and

some previous experiences as well as self-efficiency.

It is important how the LMS is designed. There

are four characteristics that influence the intention to

use such system. They are as follows:

 the perceived ease of use;

 the interactivity of the system;

 the interface design which is user-friendly;

 the information of the system which is

complete and easy to understand.

As for the learning materials, it is crucial that

they satisfy the following criteria:

 perceived usefulness;

 accuracy and completeness;

 performance expectancy which is referred to

the level of short term perceived usefulness;

 intrinsic value which is referred to the degree

an activity is delightful;

 utility value which is the relevance of a

system to future career objectives or long-

term usefulness;

 the collaboration level of learning materials

(Zanjani et al., 2013).

Support from the educational organisation is also

an important factor to be considered. The institute

should provide computer laboratories, reliable

networks, technical troubleshooting, and information

accessibility.

3 ENGLISH COURSE FOR

MASTER STUDENTS

The Master students who study at the NSU have a

compulsory course of English. Their main goal is to

acquire enough knowledge and skills for the

practical use of the language in professional

communication. The students develop general

linguistic and communicative competences. In order

Using a Learning Management System in the Course of English for University Students

533

to achieve the main goal the following sub-goals are

set:

 the development of skills in reading and

comprehension of English texts on the

students' speciality;

 the improvement of skills in appropriate

translation of the texts from English into

Russian keeping up to the regulations and

norms of the Russian language;

 the development of skills necessary to give

and comprehend oral academic presentations;

 the development of skills to write scientific

papers and reports.

According to the Programme by the end of the

English course the Master students have to know the

basic grammar rules and the main grammatical

structures of the English language that are necessary

for the appropriate translation and comprehension of

the texts on speciality. They should be able to:

 read and translate the texts on speciality with

and without a dictionary;

 give and comprehend oral academic

presentations at a scientific seminar or a

conference;

 effectively interact with the other participants

of a scientific gathering;

 write a report for a scientific conference or a

seminar.

The students are also supposed to:

 be skilled in the standard English

pronunciation;

 be able to effectively communicate using

modern information and communication

technologies (ICT);

 be good at self-guided work with the

educational and reference materials.

The course consists of two modules: Module 1

“General English” and Module 2 “Professional

English”. The course is described in the textbook

“English for Chemists and Biologists – A Study

Guide for Master Students” (Snytnikova, 2014). It is

beyond the scope of this article to examine the

course in detail. We shall focus on Module 2

“Professional English”.

3.1 Module 2 “Professional English”

Module 2 “Professional English” is comprised of

three sub-modules. Sub-module 1 “Practical

English Grammar” deals with the part of English

grammar studying different grammar structures that

are specific for scientific texts. The students review

the grammar rules using the textbook “Practical

Course of the English Language Grammar” by T.N.

Mikhelson and N.V. Uspenskaya (2009).

They have to review eight main grammar

sections, which will help them to cope with the

sentences in scientific texts containing complex

grammar constructions. The sections are as follows:

1) the Passive Voice; 2) the Infinitive and Infinitive

Constructions; 3) the Participle and Participial

Constructions; 4) the Gerund and Gerund

Constructions; 5) the Subjunctive Mood and

Conditional Sentences; 6) the Emphatic

Constructions; 7) the Pronouns and Substitution

Words; 8) the Conjunctions and Relative Pronouns.

In Table 1 below you can see the list of subtopics

on “Gerund and Gerund Constructions” which are

to be reviewed by the students during their self-

regulated studies.

Table 1: Gerund and Gerund Constructions.

Semester 1.

November

Weeks 3-4

1. Forms of gerund.

2. Gerund characteristics and the forms

of gerund translation.

3. Gerund in the function of a subject.

4. Gerund in the function of a direct

object.

5. Gerund in the function of a

prepositional object.

6. Gerund in the function of an adverbial

modifier.

7. Gerund in the function of an attribute.

8. Gerund constructions.

9. Gerund and participle matching.

Self-guided written work on the topic “Gerund and

Gerund Constructions”.

The grammar knowledge and skills acquired in

Sub-module 1 are used by the students to read,

translate, and comprehend all kinds of texts

necessary for their study and work.

Sub-module 2 “Reading and Speaking on

Speciality” is related, first of all, to reading the texts

and doing the exercises from the textbook “Study

Guide on the Development of Speaking Skills for

Scientists” (Kostenko et al., 1988). The texts

describe the biographies of outstanding scientists,

the work of scientific institutions, etc. Thus, the

students get the knowledge and skills that will help

them to talk about their scientific and practical work,

about the laboratory and institute they work at, about

their scientific advisor, etc. The students also read

scientific articles, monographs, etc. on their

speciality and acquire scientific lexis and

phraseology.

Sub-module 2 also includes various reference

materials which are supposed to assist the students

CSEDU 2016 - 8th International Conference on Computer Supported Education

534

in developing their skills in reading more

effectively. Among them there the following

materials:

 Rules of pronunciation in English.

 List of Latin expressions widely used in

scientific texts. All expressions are translated

into Russian and into English. They are also

provided with transcriptions.

 Manuals “How to read Mathematical

Formulae”, “How to read Chemical

Formulae”, etc.

 List of phrases necessary for writing

annotations of articles, monographs, etc.

Sub-module 3 “Conference Preparation” is

dedicated to the preparation for a scientific seminar

and a conference on speciality. The Master students

study under the guidance of working scientists who

deal with major scientific and engineering problems.

Together with their senior colleagues they take part

in practical and scientific seminars, workshops, and

conferences as well as in writing scientific papers

and reports. Thus, participating in real research work

the students realize that they need to learn how to

properly and effectively communicate in English

both orally and in written form.

Table 2: Manual “Listening Strategy”.

Listening strategy. If you are in the audience

a) Listen carefully to learn all you can about the

speaker’s topic. You will make the speaker feel at ease

if you are attentive and show interest in what is being

said.

b) Remember to watch the speaker, to show the

speaker that you are listening, and to help to

concentrate on what is being said. Maintain eye contact

with the speaker.

c) Allow yourself to become involved in the report

being made. Discover what does and does not work for

you in the report.

In the 1st semester every student prepares for an

oral presentation at a seminar and gives such

presentation in class in front of the whole group. The

techniques of preparing and delivering presentations

are thoroughly elaborated. The manuals for speakers

and listeners have been developed. They are:

‘Listening Strategy’ (see Table 2), ‘Speaking

Strategy’ and ‘Manual for speakers. Academic

Presentations. 1st and 2nd Stages’ (Snytnikova,

2013).

In the 2

semester the students prepare for and

run two conferences. At the stage of preparation we

provide them with all kinds of useful information:

samples of application letters, sets of phrases to be

used in the reports and discussions, etc. The students

use the following manuals for speakers and listeners:

“Conference Lexicon” (see Table 3), “Question-

Answer Techniques”, “Discussion Techniques”, and

“Some hints for a successful presentation

(Snytnikova, 2015).

Table 3: Conference Lexicon (excerpt).

1. Greetings. Good afternoon, ladies and

gentlemen. Thank you for joining

me today.

2. Name and

Affiliation.

I am Olga Ivanova from …

University.

3. Introducing

Subject.

In the course of my talk I want to

talk about / tell you about /

examine ...

4. Closing. Well, that’s about it, I think.

Thank you for your attention.

5. Asking for

Questions.

Now, if anyone has any questions

I’d be happy to answer them.

The amount of time allotted to the course of

English is 102 class hours during two semesters. The

Master students only have three class hours of

English a week. In addition, according to the

Programme the students have to dedicate at least 114

hours to the independent self-guided work in order

to successfully acquire the course. At the end of the

course the Master students must take a complex

examination.

3.2 Moodle System Implementation in

the Course of English

The Moodle LMS provides a set of collaborative

tools for learners and teachers to support learning

and teaching. We use the Moodle LMS in addition

to the face-to face course of English for Master

students whose specialities are Chemistry and

Biology.

Figure 2: English Course for Master students on el.nsu.ru.

Using a Learning Management System in the Course of English for University Students

535

Figure 2 shows an example of the course page

within the NSU Virtual Education Platform

el.nsu.ru. In order to have navigated to this point you

have to log in to the system using a password and

user name. As far as the navigation is concerned,

you need to invest some time exploring the

environment and become familiar with the structure.

The students have to register in order to be able to

work with the course online.

They are told how the modules are organised and

when the assignments are due. They also have

access to the learning resources: the exercises, the

home assignments, self-assessment tests, and all

kinds of auxiliary information.

The course “English for Chemists and

Biologists” is an online course provided by the

course management system supplied by the Moodle

LMS. It contains useful learning and reference

materials.

First, there is a file containing the full description

of the course. The students can consult it any time.

There is also another file which contains the

Programme of the course.

Second, in Module 1 “General English” there are

the home assignments on all the textbooks taken for

teaching and learning in this Module as well as the

detailed schedule and teacher's recommendations on

how to fulfil the home assignments more effectively.

There are also some relevant reference materials,

e.g. rules of English pronunciation.

Third, in Module 2, Sub-module 1 there are the

exercises on practical English grammar:

1. Exercises for self-guided work with keys.

2. Control exercises to be done at home and

checked in class.

3. Grammar tests.

4. Teacher's recommendations on how to work

with these exercises.

Fourth, in Module 2, Sub-module 2 there are the

tasks for colloquiums, the List of Latin expressions

and the List of phrases to be used when writing

annotations, etc.

Fifth, in Module 2, Sub-module 3 there are

useful materials that help to prepare for the

conference and seminar and run them. For example,

they are manuals for speakers and listeners, samples

of application and invitation letters, etc.

Sixth, there are teacher's instructions on how to

organise self-guided work when learning English in

the course.

Seventh, the detailed instructions can be also

found which help to write a report for a conference.

In our online course an LMS is used, so such

functions of e-Learning are implemented as

organizational, supervisory, and technical as well.

Thus, the online course “English for Chemists

and Biologists” is a well-organized, easily accessed

website with a lot of useful materials which is

considered to be the best use of technology

nowadays.

4 DISCUSSION

How to decide if an LMS is effective? As previously

stated there are five crucial factors that determine

the LMS effectiveness. They are the teacher's

attitude and skill, the students' attitude and skill, the

LMS design, the learning materials, and the external

support.

Let us consider how the factors of the LMS

successfulness have been met in our course. The

Master students who take the course have competent

knowledge of the ICT. So it does not take them too

much effort to adopt and use the Moodle system.

It has to be taken into consideration that the

Master students who study at the NSU are trained in

their speciality at the research institutes of the

Siberian Branch of the Russian Academy of

Sciences. They take part in real research work and

collaborate with working research scientists. The

students conduct laboratory experiments, read

scientific papers, monographs, and patents in

English. They also do a lot of courses on their

speciality at their institutes. They have different

chemical and biological specialities and work at

different research institutes. So their courses on

speciality and their English classes may overlap.

That is why they sometimes have to miss English

classes. Moreover, the students have different

background knowledge of English.

Thus, the Master students do not always attend

the English classes and they have very different

knowledge of English. This is especially the case as

far as the English grammar is concerned. It is the

practical English grammar considered above (see the

description of Sub-module 1 “Practical English

Grammar”). But they are computer-literate and the

Moodle system is user-friendly. So, the students

willingly use it to learn English.

The Moodle LMS in the course “English for

Chemists and Biologists” supports student self-

regulated learning. Different kinds of manuals and

instructions help the students to set and achieve

study goals properly and effectively. These manuals

and instructions are used to organize and improve

the self-guided work. They are provided by the

teacher and are available online.

CSEDU 2016 - 8th International Conference on Computer Supported Education

536

The students are motivated to achieve goals in

our course because they know that their successful

acquirement of English will be of use for them not

only in their present studies but also in their future

professional careers.

Nowadays it is very important for teachers to

develop the theoretical and practical knowledge and

skills required of the teachers in the 21

century. We

are to develop the skills required to integrate modern

technologies into daily lessons. That is why we need

effective technology exposure and practice.

The design of the Virtual Education Platform

el.nsu.ru employed at the NSU is rich of the media

used to present the learning materials. It has a

logical navigation structure and user-friendly

interface design. It is rather easy to use and is

interactive enough. The Technical Support Office

provides the users with complete and understandable

information of the system.

The NSU gives support by providing computer

laboratories where the students can work with the

course any time. The university provides reliable

networks, so the students can work with the course

any place. And there is a special service that helps to

shoot technical troubles.

The learning materials used in the course satisfy

the criteria mentioned above in Section 2.2. For

example, the criterion “performance expectancy

which is referred to the level of short term perceived

usefulness” is satisfied as the materials are used by

the students for the purposes of studying and

preparation for the final examination. The criterion

“utility value which is the relevance of a system to

future career objectives or long-term usefulness” is

also satisfied because the materials available online

in the course of English are useful for the Master

students in their present scientific work and their

future careers as it has already been mentioned

earlier.

The learning materials are compatible with the

VLE; they are also accurate and understandable.

5 CONCLUSIONS

E-learning is used in higher education teaching and

learning extensively. Higher educational institutions

nowadays are primarily relying on traditional

platforms such as the LMSs (Learning Management

System). At Novosibirsk State University the

Moodle LMS is used, which allows for the

traditional classes to be combined with online

resources. The students' perception of different

learning options is evaluated. Both the students and

the teachers find that the LMS is effective as a

means to increase the outcome of studying a

traditional course.

In the course “English for Chemists and

Biologists” the Master students are able to learn

English effectively because they are provided

support by the environment that helps them to learn.

The students synthesize information by combining

and integrating information from several sources.

The course structure is transparent to the

students, so it helps them manage their time and

maintain their self-motivation.

The course of English using the Moodle LMS

appears to be successful. The students are satisfied

with the possibilities provided by the system as well

as with the abundance and variety of learning and

reference materials offered in the course “English

for Chemists and Biologists”.

On the one hand, the course available online in

the Moodle system is of help to them when they

study the language in order to prepare for the

compulsory examination at the end of the course and

pass it successfully.

On the other hand, the knowledge and skills that

the students get are employed for some other

purposes, for example, for writing the theoretical

part of their Master thesis using also the learning and

reference materials from the course such as “The

list of expressions for writing annotations”. Or they

can use the manuals developed for the participants

of scientific gatherings for the purposes of

preparation for the real seminars and conferences on

their speciality and not only for the seminars and

conferences held in the course of English.

In the course “English for Chemists and

Biologists” the focus is on learners and their needs.

The learners choose what information to take from

the learning materials available online and when to

take it. The teacher facilitates learning by providing

the learning materials as well as supervisory and

organizational help.

REFERENCES

Clarke, A., 2008. e-Learning Skills. Palgrave Macmillan.

edition.

Dabbagh, N., Kitsantas, A., 2012. Personal Learning

Environments, Social Media and Self-regulated

Learning: A Natural Formula for Connecting Formal

and Informal Learning. The Internet and Higher

Education, 15 (1), 3-8.

Feshchenko, A., Mozhaeva, G., Kulikov, I., and Zilberman

N., 2015. Prospects for the Development of E-learning

Technologies. In CSEDU 2015. Proceedings of the 7th

Using a Learning Management System in the Course of English for University Students

537

International Conference on Computer Supported

Education, V.1, 208-212. SCITEPRESS. Lisbon,

Portugal.

Garrison, D.R., Kanuka, H., 2004. Blended Learning:

Uncovering its Transformative Potential in Higher

Education. The Internet and Higher Education, 7 (2),

95-105.

Kitsantas, A., Dabbagh, N., 2010. Learning to Learn with

Integrative Learning Technologies (ILT): A Practical

Guide for Academic Success. Information Age

Publishing. Greenwich: CT.

Kostenko, S.M., Borkovskaya, I.B., Mikhelson, T.N., and

Uspenskaya, N.V., 1988. Study Guide on the

Development of Speaking Skills for Scientists. Nauka

Publishing House, Leningrad.

Limniou, M., Smith, M., 2010. Teachers' and Students'

Perspectives on Teaching and Learning through

Virtual Learning Environments. European Journal of

Engineering Education, 35 (6), 645-653.

Loiseau, E., Laforcade, P., and Mawas, N., 2015. Turning

Recurrent Uses of E-learning Tools into Reusable

Pedagogical Activities – A Meta-modeling Approach

Applied to a Moodle Case-study. In CSEDU 2015.

Proceedings of the 7th International Conference on

Computer Supported Education, V.1, 64-76.

SCITEPRESS. Lisbon, Portugal.

Mikhelson, T.N., Uspenskaya, N.V., 2009. Practical

Course of the English Language Grammar. “Alliance”

Publishing House. Moscow.

Naveh, G., 2015. Information Technology in Higher

Education Teaching – Much Ado about Nothing? In

CSEDU 2015. Proceedings of the 7th International

Conference on Computer Supported Education, V.2,

450-454. SCITEPRESS. Lisbon, Portugal.

Naveh, G., Tubin, D., and Pliskin, N., 2010. Student LMS

Use and Satisfaction in Academic Institutions: the

Organizational Perspective. The Internet and Higher

Education, 13 (3), 127-133.

Schmidt, B., 2013. Learning Strategy and Students'

Perception of Different Learning Options in a Blended

Learning Environment – a Case Study of a First Year

Engineering Course. In CSEDU 2013. Proceedings of

the 5th International Conference on Computer

Supported Education, 321-330. SCITEPRESS.

Aachen. Germany.

Snytnikova, N., 2013. The course “English for Biologists”

and Web page ‘Apres’ – How Communication

Technologies Help to Promote Communicative

Competence. In CSEDU 2013. Proceedings of the 5th

International Conference on Computer Supported

Education, 489-492. SCITEPRESS. Aachen.

Germany.

Snytnikova, N., 2014. English for Chemists and Biologists

– A Study Guide for Master Students. Novosibirsk

University Publishing House. Novosibirsk.

Snytnikova, N., 2015. Integrating e-Learning into the

Course of English for Science Students – Creating a

New Learning Environment in the Activity of

Preparing for a Conference on Speciality. In CSEDU

2015. Proceedings of the 7th International Conference

on Computer Supported Education, V.2, 558-565.

SCITEPRESS. Lisbon, Portugal.

Sun, P.C., Tsai, R.J., Finger, G., Chen, Y.Y., and Yeh, D.,

2008. What Drives a Successful e-Learning? An

Empirical Investigation of the Critical Factors

Influencing Learner Satisfaction. Computers and

Education, 50, 1183-1202.

Zanjani, N., Nykvist, S., and Geva, S., 2013. What Makes

an LMS Effective – A Synthesis of Current Literature.

In CSEDU 2013. Proceedings of the 5th International

Conference on Computer Supported Education, 574-

579. SCITEPRESS. Aachen, Germany.

Zimmerman, B.J., 2000. Attainment of Self-regulation: A

Social Cognitive Perspective. In Self-regulation:

Theory, Research, and Applications, edited by M.

Boekaerts, P. Pintrich, and M. Zeidner, 13-39.

Academic Press. Orlando:FL.

CSEDU 2016 - 8th International Conference on Computer Supported Education

538