Challenges of online  Business English teaching and learning at the University of La Rochelle in France Dr. Joseph EGWURUB...
<ul><li>My paper focuses on a novel moodle mediated instructional delivery system which began in 2009 at the University of...
<ul><li>* Program: Master of Business Management </li></ul><ul><li>* Duration: 36 months in 4 semesters each lasting 9 mon...
<ul><li>Business English program </li></ul><ul><li>* Common European framework so five skills – conversation, listening co...
 
Volume/period of teacher-learner contact Class Contact when teacher formally gives learning tasks Contact during informal ...
Students’ response to the question « Do you receive feedback from the teacher on how you perform learning tasks? »   Class...
Learning strategies: Use of learning resources by learners Language resources Frequently used Occasionally used Rarely use...
Learning strategies: Students’ reactions when faced with learning difficulties Type of pedagogical material Do nothing. Wa...
Sentiments of learners on origins of their language difficulties (Multiple choice possible) Category of learner Teacher no...
Knowledge co-construction and distance learning <ul><li>  </li></ul><ul><li>INPUTS  WITHINPUT  OUTPUT </li></ul><ul><li>  ...
Teaching/learning mix in English <ul><li>  </li></ul><ul><li>*self-directed learning </li></ul><ul><li>Learner/Learner com...
The off-campus learning community from the point of view of the English teacher <ul><li>  </li></ul><ul><li>LEARNER  COMMU...
A challenge stemming from subject requirements! <ul><li>  </li></ul><ul><li>Date:   </li></ul><ul><li>Thu, 7 Apr 2011 22:3...
 
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CMC Teacher Education SIG Presentation; Egwurube

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PowerPoint Presentation, Egwurube, Eurocall CMC Teacher Education SIGs, 2011, Barcelona

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  • CMC Teacher Education SIG Presentation; Egwurube

    1. 1. Challenges of online Business English teaching and learning at the University of La Rochelle in France Dr. Joseph EGWURUBE Management Institute, University of La Rochelle, France
    2. 2. <ul><li>My paper focuses on a novel moodle mediated instructional delivery system which began in 2009 at the University of La Rochelle in France. I’ll very briefly do the following things: </li></ul><ul><li>* present the program </li></ul><ul><li>* indicate the main objectives of the English language course integrated in the program </li></ul><ul><li>* examine patterns of interaction between learners and the English teacher </li></ul><ul><li>* look closely at the learning strategies of students and compare these with those of their on-campus conterparts </li></ul><ul><li>*identify the challenges such a computer-assisted language learning system raises from a pedagogical point of view. </li></ul>
    3. 3. <ul><li>* Program: Master of Business Management </li></ul><ul><li>* Duration: 36 months in 4 semesters each lasting 9 months </li></ul><ul><li>* Obligatory subjects: Marketing, Financial analysis, corporate management, Busines English…. </li></ul><ul><li>* Optional subjects: Retailing, tourism and hospitality management, merchandising … </li></ul><ul><li>Evaluation system: formative and summative. Continuous assessment and end-of-semester examinations </li></ul>
    4. 4. <ul><li>Business English program </li></ul><ul><li>* Common European framework so five skills – conversation, listening comprehension, oral expression, written expression, written comprehension </li></ul><ul><li>* Objective of consolidating these five skills and attaining B2 proficiency level at the end of the course. </li></ul><ul><li>* Use of a variety of authentic written, oral and visual documents to conceive learning tasks which are placed on moodle. </li></ul><ul><li>Lessons in five modules per semester. Each module tries to work on at least three of the identified skills </li></ul>
    5. 6. Volume/period of teacher-learner contact Class Contact when teacher formally gives learning tasks Contact during informal discussions outside class Contact anytime learner wishes Others Off-campus N=11 11(100%) 11(100%) On-campus N=20 20(100%) 6(30%) 0(0%) 4(20%)
    6. 7. Students’ response to the question « Do you receive feedback from the teacher on how you perform learning tasks? »   Class Yes No Off-campus N=11 11(100%) 0(0%) On-campus N=20 15(75%) 5(25%)
    7. 8. Learning strategies: Use of learning resources by learners Language resources Frequently used Occasionally used Rarely used Mono-lingual dictionary Off-campus: 36% On-campus:25% 44% 20% 24% 55% Web sites Off-campus:27% On-campus:40% 73% 40% 0% 20% English newspapers Off-campus: 0% On-campus:5% 64% 55% 36% 40%
    8. 9. Learning strategies: Students’ reactions when faced with learning difficulties Type of pedagogical material Do nothing. Wait for teacher’s answer key Ask teacher questions Ask classmates questions Try to understand without asking for help Audio-visual documents Off-campus:0% On-campu:5% 0% 35% 27% 40% 91% 97% Written documents Off-campus:0% On-campus:10% 18% 15% 36% 30% 91% 70%
    9. 10. Sentiments of learners on origins of their language difficulties (Multiple choice possible) Category of learner Teacher not accessible Too many students in group Too many learning tasks Too much homework given Difficult authentic material Late feedback from teacher Off-campus N=11 0% 0% 82% 45% 27% 0% On-campus N=20 0% 15% 45% 25% 50% 10%
    10. 11. Knowledge co-construction and distance learning <ul><li>  </li></ul><ul><li>INPUTS WITHINPUT OUTPUT </li></ul><ul><li>  </li></ul><ul><li> Teacher </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li> Peer group Learner attitudes Learner achievement </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    11. 12. Teaching/learning mix in English <ul><li>  </li></ul><ul><li>*self-directed learning </li></ul><ul><li>Learner/Learner community </li></ul><ul><li>*Personal engagement </li></ul><ul><li>SUBJECT *peer group engagement </li></ul><ul><li>REQUIREMENTS </li></ul><ul><li>*content </li></ul><ul><li>*skills </li></ul><ul><li>*resources </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>*Course construction *Learning tasks </li></ul><ul><li>*Multiple roles (motivator, assessor, accelerator… </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>ENGLISH TEACHER </li></ul>
    12. 13. The off-campus learning community from the point of view of the English teacher <ul><li>  </li></ul><ul><li>LEARNER COMMUNITY </li></ul><ul><li>  </li></ul><ul><li>Individual All other distant learners </li></ul><ul><li>Distant learner Groups of distant learners </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Subject Subject </li></ul><ul><li>Requirements Requirements </li></ul><ul><li>(English) (Other subjects) </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li> English Teacher Teachers of other subjects </li></ul><ul><li>  </li></ul><ul><li>TEACHER COMMUNITY </li></ul>
    13. 14. A challenge stemming from subject requirements! <ul><li>  </li></ul><ul><li>Date:   </li></ul><ul><li>Thu, 7 Apr 2011 22:35:04 +0200 [07/04/2011 22:35:04 CEST] </li></ul><ul><li>De:   </li></ul><ul><li>Murielle delbec <mdelbec@hotmail.fr>  </li></ul><ul><li>À:   </li></ul><ul><li>Joseph Egwurube <joseph.egwurube@univ-lr.fr> </li></ul><ul><li>Objet:   </li></ul><ul><li>[MOODLE] Dear Sir, I write you just to tell ... </li></ul><ul><li>Ouvrir ce HTML dans une nouvelle fenêtre ? </li></ul><ul><li>Dear Sir, I write you just to tell you that Charlotte agree with your proposition to give us another module and to give us another deadline, too. And as far as I am concerned, I wonder if in the module 2 we have to do the whole module or just the second part of the module, because Charlotte has just made me doubt about it, and I'm waiting your answer, because so far, I just did the second part of the module, thinking that the correction for the first part had been publicated yet. Please let us know. Thanks in advance. Yours faithfully. </li></ul><ul><li>Ce courriel est la copie d'un message personnel qui vous a été envoyé sur « Moodle ULR » </li></ul><ul><li>-- Plateforme pédagogique de l'Université de La Rochelle https://moodle.univ-lr.fr </li></ul><ul><li>Parties alternatives pour cette section :   </li></ul><ul><li>  </li></ul><ul><li>sans nom   </li></ul><ul><li>0 Ko   </li></ul>

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