This document provides an overview of best practices for basic online language learning. It discusses selecting appropriate online programs, tools, and languages based on learning objectives. Foundational considerations for effective design and delivery are outlined, including the need for teacher training and learner preparation. Implementation challenges are acknowledged, such as the loss of meaningful input without face-to-face interaction and ensuring online learners have the necessary skills and habits for success. Overall the document emphasizes applying communicative language teaching principles and meeting proficiency standards through active, engaging online instruction.

1. Best Practices & Products in
Basic Online Language Learning
2012 FLAVA Pre-Conference Workshop
October 4 Strand D 3:15-4:30
General Lonstreet’s Redoubt

2. Basic online language learning
shouldn’t look like this!

3. then again, not entirely like
this, either!

4. Our itinerary
Introductory remarks
Current online programs, tools, languages: selecting the
best fit for the overall goals and learning objectives.
Foundational design and delivery considerations
Teacher training and learner preparation
Implementation issues and (debunking mis)perceptions

5. Introductory comments
Why is online language learning important to us?
Some factoids:
✓ Over 90% of HEI offer Internet courses (JOLT 2011)
✓ "More public colleges than private for-profits—74.9 percent versus 60.5
percent—say it’s part of their long-term plans." CHE, 2010
✓ At CCs in 2010, "Campuses reported a 22 percent increase for distance
education enrollments" which is "substantially higher" than overall
national post-secondary rates.
Rate of growth in online learning and 6.6% in FL enrollments (MLA 2010)
✓ CALL explosion in online T&L: BOLDD Collaboratory, CARLA Ning,
NFLC survey, COERLL online materials (see: CHE 11/2011)

6. poses general challenges
because . . .
o it may be (mis)construed as an 'easy' cashcow
that allows educating without real faculty;
o ads show learners learning online while asleep or
while working, raising a family, and/or partying full
time.

7. teaching & learning poses
specific challenges
because . . .
o the loss of some channels of meaningful input
complicates/increases the foreignness of the new language
for the novice learner;
o learners are often also novices at learning strategies and
effective practices;
o pre-ordained, highly structured delivery mechanisms might
not always correctly address individual learner needs and
differences;
o technical/technological issues for schools, teachers, and
students (FYI digital natives are NOT all that e-competent).

8. Current online programs, tools,
languages: selecting the best fit for
your program
Programs
Tools
What’s available in which languages
Selecting based on your program

9. Completely online
courses or programs
Spanish: UMich Sp103
www.rosettastone.com
French : CMU OLI, UTx, mine @VCU
German: UPenn, Hauptstrasse 117
LCTL and Critical languages: CCTV Chinese,
Dutch (see MERLOT)
Commercial : Rosetta Stone, TellMeMore,
Live Mocha, LingQ, DuoLingo

10. Partial Programs &
Resources
Vista Higher Learning Web SAM
Pearson MyLanguageLabs
An increasing number of mobile apps Babbel, Busuu
MERLOT.org for peer reviewed materials
BBC, France 24/7, Deutsche Welle, &
googling!

11. Choosing online as a
mode of FLE delivery
First and foremost, why does your institution
want to offer online language learning?

12. The underlying reason(s) for
looking to online instruction
What are the overaching reasons for offering
an online basic language learning course or
program ?
Save money?
Offer ‘other’ languages?
Compensate for not having a teacher (or enough teachers)?
Offer flexible learning times, modes of delivery?
Deliver learning the way 21st century learners like it?

13. Some responses...
... a good, standards based, communicative online course may actually
cost more and costs do not diminish over time.
... there are many languages, but there still need to be ‘live’ teachers and
real communication.
... there still need to be live teachers....
... although time and space is flexible, there still must be learning objectives
met and progress made: learning in bed, asleep, is not possible even if one
is a hard-working, full time professional trying to earn a degree.
... definitely can optimize digital media, constructivist and active learning,
and social media interactions with peers and native interlocutors.

14. Design issues
Is your institution and are you ready to offer online
courses?
Is the technology backbone robust enough to deliver
online materials?
Where will the students be? If on campus, is the
infrastructure robust and ubiquitous enough?
If they are to learn at home, do they have sufficiently
performative technology and skills?

15. Design: start here!
Synchronous, asynchronous or both? (includes decisions
about in a regular semester; an autonomous, self-paced
environment; credit-bearing; developmental; other)
Platform: your LMS, social media, a blend, an available
online package? (grading, credit, accreditation)
Location: within the language program, in a separate online
education sector, other
Numbers: how many learners are you talking about?

16. Heart & Soul of an effective
online language course
Basing T&L on the 5C’s; guiding learning within
appropriate proficiency (CEFR) levels; & using active,
communicative, differentiated strategies.
Recognizing and compensating for the loss of face-to-
face communicational channels.
Creating community, engagement, risk-taking (all the
while exercising safe-hex!) thanks to the online
environment.

17. Teacher Preparation

18. Teacher Preparation
Teaching online is a learned skill
New teacher behaviors include but are not limited to:
• realizing that teaching online is not 'simply' mapping a
traditional approach on to an online environment
• learning to allow students room to grow, make errors, but
being available to them for input, correction...
• learning to build community
• the same goals apply i.e. content knowledge, skill getting
(the '4' skills at expected proficiency levels)...

19. Teacher Preparation
Instructor/facilitator profiles and habits
Illinois Online Network
Penn State online offers a profiler!
SUNY, too, offers a personal review of readiness/style
Good habits:
CALICO/ACTFL(regional)/IALLT(regional) /other Workshops
Marlene Johnshoy's Ning
Joining or creating a collective.

20. Learner Preparation

21. Learner Preparation
Student success rates in online learning:
CHE 5/2011 "
only 50 per cent—as opposed to 70-to-75 percent for comparable face-to-face
successfully complete their courses.
• Over 20% more students withdraw from online courses than from
f2f at community colleges where e-learning is ubiquitous and
accelerating.
• Couple regular online learning success/failure rates to the
complication of onlined-ness + novice low/mid/high reading, writing,
listening and speaking proficiency levels + the lack of
visual/sensory cueing active in the f2f environment+ student
attitude/(bad)habits of 'doing' online work 'whenever'=recipe for
disaster.

22. Learner Preparation
• Qualities & habits of the successful online learner in general:
• Autonomous, a.k.a., self-directed
• Collaborative and willing to buddy-up with other online learners in your class
• Motivated
• Computer literate and excited to acquire more and better computer skills
• Able to use email, an internet browser, online programs
• Able to read and write online (good typing skills help a lot)
• Curious and eager to learn new things
• Focused and task-oriented
• Independent but also willing to ask for help before it's too late!!

23. Implementation
ADDIE model

24. Questions? Comments?
kmurphyj@me.com