Overview of design/development/pedagogical considerations and instructional theories to guide blended and online language learning, given through the lens of BYU Online.

1. BLENDED & ONLINE LANGUAGE
LEARNING CONCEPTS
• Objectives
– Understand BYU Independent Study and BYU Online language course models
– Explore benefits of synchronous and asynchronous interactions
– Explore elements of independent, collaborative, and apprenticeship-focused learning
environments

2. Education
BYU: English
Univ. of Wisconsin: French &
International Education
BYU: IP&T Second Lang.
Acquisition
Professional
Teaching abroad and in U.S.
Administrator of charter school
Instructional designer of world
language courses
Academic consultant for BYU
Online, humanities, business,
nursing, Kennedy Center

3. Gagné’s Instructional Event Internal Mental Process
1. Gain attention
Stimuli activates receptors
2. Inform learners of objectives Creates level of expectation for learning
3. Stimulate recall of prior learning
Retrieval and activation of short-term memory
4. Present the content
Selective perception of content
5. Provide "learning guidance" Semantic encoding for storage long-term
memory
6. Elicit performance (practice) Responds to questions to enhance encoding and
verification
7. Provide feedback Reinforcement and assessment of correct
performance
8. Assess performance
Retrieval and reinforcement of content as final
evaluation
9. Enhance retention and transfer to the job Retrieval and generalization of learned skill to
new situation
What are some elements of
cognitive apprenticeship that
could mesh with Gagne’s 9
events?

4. BYU WORLD LANGUAGES
• Since 1920s
• >200 university courses online, self-paced 12 months to
complete; collaborative element to all language courses
• ~50 online courses for BYU students, semester based
• 10 languages: FREN, SPAN, GERM, KOREA, CHIN, JAPAN,
ASL, ARAB, RUSS, LATIN
 >50 languages regularly, +30 languages
 70% of students speak a second language
 6% of student body from outside the U. S, representing
>110 countries
BYU Independent Study

5. BYU ONLINE
Semester-based, available only to day students
Blended Fully Online
Content delivery Primarily in class; may be
accessed online
Online
Practice exercises,
mastery quizzes
Online Online
Assessment In-class or online (1:1) Online (1:1)
Feedback and
remediation
In-class and online Online
Hours spent on material Reduced classroom time
is spent online instead
Online
Collaboration/interactio
n
In-class, discussion
boards, Conversation
Café
Webinars, discussion
boards, Conversation
Café

6. THE HUMAN TOUCH
SYNCHRONOUS
• spontaneous
• ephemeral
• peer influence
• passion
• preferred
ASYNCHRONOUS
• reflective
• permanent
• < intimidating
• reason
• > rigor
integrate
complement

7. W H A T D O E S
L E A R N E R A U T O N O M Y
F A C I L I T A T E ?
Self-paced structure
Focus on the unique needs of
the learner
Finding one’s own path; self-
directed learning as a life skill
(John Dewey self-directed
learning theories)

8. W H A T D O E S
C O L L A B O R A T I O N
F A C I L I T A T E ?
Dialogue & discussion
Group problem-solving
Development of social knowledge
Structure/control to the path

9. W H A T D O E S
A P P R E N T I C E S H I P
F A C I L I T A T E ?
Development of strategic
knowledge
Scaffolded and sequenced
instruction structure
Real-world application

10. CONVERSATION CAFÉ

13. SUCCESSES AND FAILURES
• Korean blended study
– Students complained about decreased instructor interaction
– Time spent on material was lower
– Student scores showed no significant difference over 4 semesters
– Instructor ratings were the same or higher
• German blended study
– 202 pre-test scores improved
– Students revisited practice material an average of 3 times
– Students produced improved journal entries
– Technology and course refinement bogged down development

14. • Independent Study and BYU Online language course models
• Benefits of synchronous and asynchronous interactions
• Independent, collaborative, and apprenticeship-focused
environments