Innovation in Language Learning

Online learning is the new generation in the evolutionary growth of distance learning. In fact, it has simultaneously captured the interest of the world's educators. The following paper presents the content implications in the design of learning objects that were applied in the Licenciatura Abierta en la Enseñanza de Lenguas-Inglés, BUAP during the spring 2016 in order to promote students’ understanding and learning when they read  linguistic concepts. Thus, the purpose of this paper is to show both the main elements that a designer must take into account to have an adequate-content learning object (LO) that allows students to read and understand linguistic concepts when reading in an environmental classroom and contribute to a better understanding of how instructional designers make decisions about developing learning objects for that specific purpose: read and understand linguistic concepts; not memorize them  so that students could develop knowledge for a long term memory.

For achieving this, the study examined:

Theories of learning and cognition that influence the design of learning objects for promoting reading and meaningful input; and

Instruments that can be used to assess the quality of the learning object for reading. Both areas were analyzed quantitatively.

The results of this research let designers to identify effective learning resources to promote reading as well as consider the learning object systems like another technology-based instructional delivery environment with special features and attributes which can empower learner-driven reading experiences and promote cognitive processing if pedagogical considerations are included in their development and design.