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Greenwich nov 2010


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Greenwich nov 2010

  1. 1. S T U D E N T S ’ E X P E R I E N C E O F V I R T U A L L E A R N I N G E N V I R O N M E N T S A M O N G B E G I N N E R S A N D P O S T - B E G I N N E R S O F F R E N C H N A T H A L I E T I C H E L E R L O N D O N M E T R O P O L I T A N U N I V E R S I T Y n . t i c h e l e r @ l o n d o n m e t . a c . u k h t t p : / / t i c h e l e r . b l o g s p o t . c o m O n T w i t t e r : n v t i c h e l e r Institution-Wide Language Programmes, Higher Education and Blended Learning
  2. 2. Context, rationale and research questions  “New” university and widening participation  Blended Learning policy at institutional level, use of the Virtual Learning Environment (Weblearn)  Quality of the students’ learning experience  No formal mechanism to collect students’ feedback on the VLE, apart from standard university module questionnaires  Getting extra feedback from students, improvising the e-learning provision, implications for staff development  Possibility, with minor modifications, to expand the study to other languages and levels of the programme  How do beginners and post-beginners of French use the VLE at the targeted institution?  What is their attitude towards it?  Do their level (beginners of post-beginners), status (undergraduate, post-graduate, external student etc...) or lecturer have an impact on their experience of the VLE?  Other subject descriptors (age, gender etc...)
  3. 3. Background information on the targeted institution  Institution-Wide Language Programme  Arabic, English, French, German, Italian, Japanese, Mandarin Chinese and Spanish  1 module = 1 semester = 15 credits at undergraduate level  3 hours per week for 12 weeks, supplemented by self-study on the VLE)  Institutional policies: blended Learning approach, use of the VLE
  4. 4. Theoretical perspective  Hermeneutical phenomenology  Post-positivism  Interpretivism  Socio-constructivism  Combined quantitative and qualitative treatment of data
  5. 5. Data collection tools and analysis  Sampling All the beginners and post-beginners of French, minus absentees and those who may opt out (96 students)  Data collection tools End-of-module university questionnaires Self-completion questionnaires (closed and open questions) Follow-up interviews  What worked / did not work  A clear focus on students  A mixed approach to research, with a combined quantitative and qualitative treatment of data  SPSS  Analysis of open questions and interview data
  6. 6. Emerging themes  Positive attitude towards Weblearn  High level of reported satisfaction and confidence  Necessity to obtain data based on various questions, not just one  Statistical treatment of data Many significant connections between lecturers and answers to closed questions in self-completion questionnaire: - satisfaction with their experience of Weblearn - time spent on Weblearn - use of communication tools (participation in blogs, consultation of online announcements) - reported need for guidance/tips - satisfaction with and completion of work on web links (including BBC links) ...  Student-centred learning  Socio-constructivism  Implications for teaching and learning  Lecturers’ role / pedagogical approach  Students’ role and skills
  7. 7. And finally ...  Ideas?  Suggestions?  Criticism?  Feedback? Slides are available on Thank you for attending this presentation!