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DisCo 2013: Valeria Medarova -  Student Teacher Interaction in Online Learning
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DisCo 2013: Valeria Medarova - Student Teacher Interaction in Online Learning



The paper deals with teaching the English language in the online mode at the university level. Special attention is paid to the appropriate amount of student - teacher interaction. The author presents ...

The paper deals with teaching the English language in the online mode at the university level. Special attention is paid to the appropriate amount of student - teacher interaction. The author presents an online Business English course at the university level, compares the outcomes of the classroom mode and online mode of instruction, and summarizes collected student feedback. The comparison shows significant differences in learning outcomes, which is attributed to the level of involvement of the faceto- face contact between students and teachers



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  • http://www.bbc.co.uk/worldservice/learningenglish/
  • http://www.elanguages.ac.uk/eap_toolkit.php
  • http://online.vsm.sk/moodle/course/view.php?id=828
  • Business English course, Spring 2013
  • OnlineBusinessEnglishcourse, SchoolofManagement, Bratislava, Fall 2012 trimester (10 weekslong module)

DisCo 2013: Valeria Medarova -  Student Teacher Interaction in Online Learning DisCo 2013: Valeria Medarova - Student Teacher Interaction in Online Learning Presentation Transcript

  • STUDENT – TEACHER INTERACTION IN ONLINE ENGLISH COURSES Mgr. Valéria Medárová M.B.A. School of Management / City University of Seattle Bratislava, Slovakia
  • eLearning  rapidly developing way of learning with the application of ICT and knowledge management tools
  • Computer Assisted Language Learning (CALL) - synchronous and asynchronous - online learning - hybrid (blended) learning - the teacher’s role – tutor and facilitator of independent online learning
  • Advantages of CALL  flexible schedule  continuously updated content  flexible communication with the tutor and learners from all over the world  direct connection with the current information on the web
  •  learner’s autonomy  individualized pace of learning  group interaction  effective sharing of ideas  increased motivation to study other languages
  • Obstacles to CALL  potential miscommunication  technical difficulties  time delays  the feeling of isolation  the learner’s lack of computer skills  the learner’s lack of motivation and time management skills
  • Assumptions: 1.) eLearning does not suit every type of learner 2. ) a qualified teacher/tutor is an irreplaceable facilitator of learning online
  • Permanent learners  design their own learning plans  share their learning experience with other users  use critical thinking skills  use blogs, wikis, podcasts (Sanchez-Villalon et al., 2010)
  • Interactions within online learning content teacherstudent
  • To achieve deep and meaningful learning, at least one of the following interactions must be at a high level:  Student – Teacher  Student – Student  Student – Content (Miyazoe & Anderson, 2010)
  • Learner Perception of Online Courses  Study of 60 university students of blended English courses in Hong Kong  70 % of online vs. 30 % of in-class interaction  Outcome: students with higher perceived language competence - more comfortable with learning online
  • Online learning is more suitable for students of higher proficiency. Blended learning is appropriate for others. (Ng, Yeung & Hon, 2006)
  • Personalized learning content  Cultural background  Learner profiles  Personalized and informal learning content is more user-friendly and effective (Kartal, 2010)
  • Effective online learning of foreign languages requires:  Specific structure of the course  Suitable teaching methodology  More intensive tutoring – in a new way  Adjustment to the learners groups – their motivation, age, background, etc.
  • Online language learning sites are able to increase the learners’ proficiency level, so it is necessary to use the full potential of the Internet to design effective language learning sites. Language learning portals should be formal, reliable and comprehensive. (Kartal & Uzun, 2010)
  • 4 criteria for evaluation of language learning websites (Kartal & Uzun) :1) General state access through search engines, language options, target audience, target level 2) Physical appearance color harmony, font and legibility, visual and audio materials 3) Contextual aids archives, chat and forum pages, online dictionaries, links to other websites 4) Educational state download/upload opportunities, educational games, pedagogical guidance, feedback, tests
  • Content of online courses Learning Objects simple digital resources with pedagogical potential should be as small as possible so that they can be easily reused for different contexts can be embedded in Virtual Learning Environments (e.g. Moodle, Blackboard, Web CT) sequence of activities – 20-40 min of learning
  • LOs should reflect the key elements of Laurillard’s model for teaching and learning (Watson, 2009): Discussion Interaction Adaptation Reflection
  • Blended course of English for Academic Purposes University of Southampton, UK Blackboard platform Effectiveness & satisfaction survey (2005 – 2008), 800 students Findings:  Easy to use  Overall satisfaction  Low satisfaction with provided personalized feedback software cannot substitute a real tutor
  • http://www.elanguages.ac.uk/eap_toolkit.php
  • LOs in the English for Academic Purposes Toolkit … % of students who agree in 2005 in 2008 are enjoyable to use 63 % 62 % help me to understand a learning point 70 % 71 % provide good feedback 66 % 49 % support my classroom learning 62 % 64 %
  • Online English courses at VŠM  Bc. program – online study  5 proficiency levels (beginner to high- intermediate, business English)  learning goals and textbook materials compatible with the daily study program  platform Bulletin Board, later replaced by Moodle  10-week-long courses  combination of autonomous study, online assignments and individual Skype interviews  LOs: online assignments, discussion groups, video files, posted reading material, etc.
  • http://online.vsm.sk/moodle/course/view .php?id=1283
  • Comparison of online and in- class mode of a university English course SIMILARITIES:  The same teacher  The same learning objectives and textbook  The same midterm and final exams
  • DIFFERENCES:  Way of explanation of the learning content  Form and frequency of interaction – in-class lectures and discussions vs. individual Skype interviews  Level of control of the learning process
  • Comparison of course grades Midterm Exam Grade (in %) Final Exam Grade (in %) Midterm Exam Grade (in %) Final Exam Grade (in %) In-class group On-line group Student 1 69 64 Student 9 71 53 Student 2 68 59 Student 10 79 58 Student 3 71 74 Student 11 70 54 Student 4 72 75 Student 12 44 34 Student 5 73 75 Student 13 47 39 Student 6 82 66 Student 14 50 55 Student 7 72 61 Student 15 64 50 Student 8 82 88 Student 16 49 0 Student 17 78 74 Student 18 52 38 GROUP AVERAGE 73.6 70.2 60.4 45.5
  • VŠM online students’ feedback  Survey of 25 students after completing the Business English course in March 2012 - March 2013  Overall satisfaction – 92 % students consider the course very efficient  Positive comments on: learning content, teaching techniques, flexibility (individual schedule), interviews via Skype, etc.
  •  Room for improvement: technical issues, user-friendly design, human (face-to-face) interaction, more practice of pronunciation, controling role of the teacher
  • Conclusion Efforts to incorporate KM in computer- assisted language learning all over the world provide various results and various levels of satisfaction. Successful e-Learning in language acquisition is possible only if both the human component and ICT are incorporated in mutual accordance.
  • Thank you for your attention vmedarova@vsm.sk