El Espanol. .. a distancia! : Developing a Technology-Based Distance Education Course for Intermediate Spanish

Rogers, Donna M.; Wolff, Andrew B.

doi:10.1353/jge.2000.0007

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…Also, when I have questions, I can't ask my teacher, I need to google it myself … it takes a long time … (Student 36) This echoed what Doughty and Long (2003) stated that the main challenge of online learning to students is the non-copresence of a teacher being a feedback provider, or a source of knowledge and information input while students are performing online tasks. The major downside includes limited opportunities for immediate feedback and guidance for learners (Rogers & Wolff, 2000).…”

Section: Arousalmentioning

confidence: 99%

When no one can go to school: does online learning meet students’ basic learning needs?

Wong

2020

Interactive Learning Environments

113

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What will happen if students cannot go to school and can rely on online learning? This study aimed to examine whether students' basic learning needs could be met when teaching and learning can only be conducted through online mode. According to Ormrod (2011), the four basic learning needs are arousal, autonomy, relatedness and competence, which were used as the theoretical framework for this study. Mixed methods were used to evaluate whether basic learning needs were met. A total of 118 school students were recruited to a validated questionnaire and 36 of them joined an individual in-depth interview. Results showed that the basic learning needs of autonomy and competence were met through online learning but not the need of relatedness. Autonomy was found to have direct relationship with competence but not relatedness nor there was any relationship between arousal and other learning needs. It was so found that positive and adequate negative arousal could serve as a catalyst to facilitate effective online learning.

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Section: Arousalmentioning

confidence: 99%

When no one can go to school: does online learning meet students’ basic learning needs?

Wong

2020

Interactive Learning Environments

113

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“…In terms of research approaches to exploring distance language learning, there has been a heavy predominance of descriptive studies (e.g. Rothenberg 1998;Rogers & Wolff 2000), with surveys (Williams & Sharma 1988;Abrioux 1991), case studies (Crooks & Lamy 1995;Jennings 1995), pilot studies (Glisan, Dudt & Howe 1998) and multiple-method qualitative studies (White 1999a) also used in research design. Within the descriptive studies a prominent approach is to describe the process of course development CYNTHIA WHITE is Associate Professor in the School of Language Studies, Massey University, New Zealand.…”

Section: Introductionmentioning

confidence: 99%

Distance learning of foreign languages

White¹

2006

Lang. Teach.

116

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This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of 'low-end' technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching. Important themes explored in the literature include traditional and emerging paradigms for distance language learning, the development of hybrid learning opportunities, course development and evaluation, teaching roles, learner support, the advent of computer-mediated communication (CMC) and new learning spaces, technology choice in particular sociocultural contexts, and learner contributions to the process of distance language learning, all of which are reviewed here. Throughout the article emphasis is placed on the complexity of distance language learning and teaching given the presence and interplay of human, institutional and sociocultural influences; emphasis is also given to the value of adopting a learner-centred focus in exploring the actual experience and potential of the distance learning of foreign languages.

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“…Finally, technological innovations also bring challenges to the learning process and demand constant growth and expansion of learner autonomy. Students need to exhibit and develop new skills, motivation, and commitment (Kötter 2001;Rogers & Wolff, 2000). They also need to know how to use these high-tech tools to build their language competence and to navigate in a complex, interconnected, and constantly evolving community of peers through discussion forums, chats, blogs, teleconferencing, and other types of interactive activities that were not previously available (White, 2003).…”

Section: Autonomy In Fl DLmentioning

confidence: 99%

Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom

Kostina

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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.

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El Espanol. .. a distancia! : Developing a Technology-Based Distance Education Course for Intermediate Spanish

Cited by 8 publications

References 5 publications

When no one can go to school: does online learning meet students’ basic learning needs?

When no one can go to school: does online learning meet students’ basic learning needs?

Distance learning of foreign languages

Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom

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