The document discusses practical applications of online and face-to-face activities for language learning. It begins by introducing blended, hybrid, distance, online, and correspondence learning models. It then examines how to effectively develop online courses using theories such as Vygotsky's zone of proximal development and Gagne's nine instructional events. Examples are provided of activities that have been adapted from face-to-face to online settings. The document concludes by listing resources for online language instruction.
2. Getting to know each other…
• MFS French & Int’l. Education, UW-Madison
• Ph.D. student in Instructional Psych & Tech, SLA, BYU
• Virtual school program coordinator and admin
• BYU academic consultant for blended/online
• 10 years French online & F2F
• Developed 46 online & blended world language courses
• Involved in global literacy initiative
• Mentor for ACTFL Distance Learning SIG
3. Today’s objectives
Students will distinguish between blended/hybrid, distance, and
online learning.
Students will consider pedagogical adaptations that may improve
success in blended, distance, and online learning environments.
Students will explore tools for facilitating online learning.
4. Online learning stats
1997–98 : 1.08 million students taking
undergraduate, online courses (Lewis,
Snow, Farris, Levin & Greene, 1999)
2006–07 : 9.8 million undergraduate,
online enrollments (Parsad & Lewis, 2008)
2012 : 26.4% of all college students
were enrolled in at least one online
class or distance education program
(U.S. Department of Education, National
Center for Education Statistics, Integrated
Postsecondary Education Data System,
2014).
2013 up 3.7%; 2014 up 3.9%
(Damron, J. & Quinlan, J., 2017)
0
2
4
6
8
10
12
1997-1998 2006-2007 2012
University Online Course
Enrollment Trends
Year
6. F2F, blended, or online?
Traditional
(face-to-face)
Web-Facilitated Blended/Hybrid Online (distance)
Online percentage 0% 1–29% 30–79% 80+%
Characteristics No significant
online use
Content is
written or oral
Uses technology
for web pages,
syllabus,
assignments, etc.
Online + face-to-
face delivery
Online discussion
Reduced number
of classroom
meetings
Most to all
content delivered
online
No in-person
meetings
(Allen and Seaman, http://www.onlinelearningsurvey.com/reports/changingcourse.pdf. 2013)
7. Higher Ed Act: Correspondence
Correspondence course: (1) A course provided by an
institution under which the institution provides
instructional materials, by mail or electronic
transmission, including examinations on the materials, to
students who are separated from the instructor.
Interaction between the instructor and student is limited,
is not regular and substantive, and is primarily initiated by
the student. Correspondence courses are typically self-
paced.
https://www.ecfr.gov/cgi-bin/text-
idx?SID=7d18fcad01f49a0e6de81b8100a1eeaf&mc=true&node=pt34.3.600&rgn=div5#se34.3.600_12; accessed March 28, 2017.
8. Distance Education
Distance education means education that uses one or more of the technologies listed in
paragraphs (1) through (4) of this definition to deliver instruction to students who are
separated from the instructor and to support regular and substantive interaction
between the students and the instructor, either synchronously or asynchronously. The
technologies may include—
(1) The internet;
(2) One-way and two-way transmissions through open broadcast, closed circuit, cable,
microwave, broadband lines, fiber optics, satellite, or wireless communications devices;
(3) Audio conferencing; or
(4) Video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a
course in conjunction with any of the technologies listed in paragraphs (1) through (3) of
this definition.
9. Approaches to Online Development
“A start” (weaker sense)
Add on to deficient approaches
Insert technology-based interactions/assignments without follow-up
“Good progress” (stronger sense)
Transformative process: improves the educational experience
Capitalize on technology for engagement
(Norm Vaughan, Mount Royal University, 2013. National Survey of Student Engagement, 2011.)
Design
11. What to put online
Technology vs. human strengths (Charles
Graham)
Efficacy vs. efficiency
Good pedagogy!
Let the experts do what they do best
Don’t mistake technology implementation or
“throwing it online” with effective online
development & application
http://www.sil.si.edu/ImageGalaxy/ImageGalax
y_imageDetail.cfm?id_image=126
12. What works best?
Cohort-based with hard deadlines vs. self-paced
Creating a community of learners (Lave & Wenger); interaction matters
Tools that are ADA compliant/accessible & low-cost or free
Language considerations:
Recordings, peer & self-evaluation: meta-cognition
Journal/blog/discussion forums/virtual labs
Low-stakes environments for students to experiment
w/language
Appropriate assessment (pre- & post-test to measure growth)
14. Online vs F2F… what does it look like?
Log in: Byuconed.adobeconnect.com/quinlan
Enter as a guest, using your name
Run the audio wizard
Mute your microphone and speakers
Type something in the chat once you’re logged in
15. Who are you?
Classroom experience
Physical
Noisy/takes time
Familiar
Online experience
Visual
Confusing
Efficient
16. I can…
By the end of this session, you will be able to:
Understand Gagne’s 9 instructional events
Correlate the 9 events to language instruction
Identify ways to adapt classroom and online activities to either setting
Engage students in creative speaking using visual cognition
17. Guiding Theories
Vygotsky’s ZPD
What can students do without help
What can students do with help
Guiding them to be able to
increase in tacit skills
Modeling
Scaffolding
Transfer/generalizability
Gagne’s 9 Instructional Events
Gain attention
Stimulate recall of prior learning
Present stimulus
Provide learning guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention & transfer
19. What would it look like online?
Objectives are the same
Activity is the same
How do students work collaboratively?
How is feedback shared?
Is it less/more authentic?
How does instructor provide the enhanced transfer and retention?
Considerations: online forums, vlogs/blogs, discussion threads, live webinars
20. Purposes of Activities
Activity 1: raise your hand if, move here if
achieves gain attention, recall of prior learning
Activity 2: what’s happening here?
achieves present stimulus, provide learning guidance, elicit performance, provide
feedback, retention/transfer
achieves using tacit knowledge/context clues to go into zpd and draw conclusions,
create meaning, apply oral skills
What of the 5 C’s have we achieved today?
What communicative modes have we used?
Do you think you’ll remember something from what you did today?
21. I can…
Two activities. Online and F2F examples. Can you now:
Understand Gagne’s 9 instructional events
Correlate the 9 events to language instruction
Identify ways to adapt classroom and online activities to either setting
Engage students in creative speaking using visual cognition
QUESTIONS & COMMENTS?
22. Resources for online language instruction
Professional organizations
iCALL (International Computer Assisted Language Learning)
CALICO (Computer Assisted Language Instruction Consortium)
MLA (Modern Language Association)
ACTFL Special Interest Groups (e.g., Distance Learning SIG)
Journals & other publications from any of these organizations
Instructional Resources
BYU Independent Study (byu.is/languages); Carnegie Mellon Open Learning Initiative (oli.cmu.edu)
Recent publication on assessment in F2F, blended, and online versions of the same course (email me if you want a
copy)
Mango, Duo Lingo, Rosetta Stone, SANS Space, Pearson MyLabs, Vista Higher Learning, Pronunciator
BYU Digital Humanities Lab: Ayamel and other streaming; expansive international media library
23. Allen, Elaine I & Seaman, Jeff. (2013). Changing Course: Ten Years of Tracking Online
Education in the United States.
http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Bates, J.E., Almekdash, H., & Gilchrest-Dunnam, M.J. (2016). The Flipped Classroom: A
Brief, Brief History. The Flipped College Classroom, 3-10. Doi: 10.1008/978-3-319-
41855-1_1
Bruner, J.S. (1966). Toward a theory of instruction. Cambridge, Mass: Harvard University
Press.
Clayton Christensen Institute. (2015). http://www.christenseninstitute.org/blended-
learning-definitions-and-models/.” Christenseninstitute.org.
Cho, Young Mee. (2010). Integrated Korean: Beginning 1. Honolulu; University of Hawaii
Press.
Gagné, R. M., and Brigs, L. J. (1979). Principles of instructional design, 2nd ed. New York:
Holt, Rinehart and Winston.
Gagné, R. M., and Dick, W. (1983). Instructional psychology. Annual Review of
Psychology, 34, 261-295.
Hart, C. M. D., Friedmann, E. A. Z., & Hill, M. (2016). Online Course-Taking and Student
Outcomes in California Community Colleges. Education Finance and Policy.
Johnson, H., & Cuellar Mejia, M. (2014). Online Learning and Student Outcomes in
California’s Community Colleges. San Francisco, CA: Public Policy Institute of California.
Kaupp, R. (2012). Online Penalty: The Impact of Online Instruction on the Latino-White
Achievement Gap. Journal of Applied Research in the Community College, 19(2), 8–16.
Lewis, L., Snow, K., Farris, E., Levin, D., & Greene, B. (1999). Distance Education at
Postsecondary Education Institutions: 1997–98. Washington, DC: National Center for
Education Statistics, US Department of Education.
National Center for Educational Statistics. (2014). Digest of Education Statistics.
Retrieved from nces.ed.gov/programs/digest/d14/tables/dt14_311.15.asp.
Parsad, B., & Lewis, L. (2008). Distance Education at Degree-Granting Postsecondary
Institutions: 2006–07. Washington, DC: National Center for Education Statistics, Institute
of Education Sciences.
Sykes, J. M., & Cohen, A. D. (2008). Observed Learner Behavior, Reported Use, and
Evaluation of a Website for Learning Spanish Pragmatics. Selected Proceedings of the
2007 Second Language Research Forum, 144–157.
US Department of Education, Evaluation of Evidence-Based Practices in Online Learning:
A Meta-Analysis and Review of Online Learning Studies. (2010).
Vygotsky, L. S. (1978). L. S. Vygotsky: Mind in Society. The Development of Higher
Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).
The American Journal of Psychology, 92(1). doi:10.2307/1421493
Warschauer, M., & Kern, R. (2000). Network-based Language Teaching: Concepts and
Practice, 12–14. Cambridge University Press.
Xu, D., & Jaggars, S. (2011). The Effectiveness of Distance Education across Virginia’s
Community Colleges: Evidence from Introductory College-Level Math and English
Courses. Educational Evaluation and Policy Analysis, 33(3), 360–377.
Xu, D., & Jaggars, S. (2013). The Impact of Online Learning on Students’ Course
Outcomes: Evidence from a Large Community and Technical College System.
Economics of Education Review, 3, 46–57.
Xu, D., & Jaggars, S. S. (2014). Performance Gaps between Online and Face-to-face
Courses: Differences across Types of Students and Academic Subject Areas. Journal of
Higher Education, 85(5), 633–659.
Hinweis der Redaktion
Add on to deficient approaches
Example: continuing to lecture but adding an optional discussion board
interactions/assignments without follow-up
Example: complete this assignment and submit it online but no live discussion/feedback or significantly delayed feedback
Transformative process that improves the quality of the educational experience
Example: redesign deficient approaches or replace them completely with effective approaches
Capitalize on the potential of technology for engagement
Include immediate/live-feed interactions and feedback to help students progress more successfully
When to incorporate F2F or online learning?
Things to consider when designing learning activities in blended environment.
This is what we are reasonably sure of. This influenced, however, by discipline, level of instruction and contextual constraints.
Note Katrina Meyer’s research.
Examples:
F2F better to get started and organized
F2F is can generate energy, motivation
Online better to discuss, resolve more complex tasks and abstract ideas
Online provides sustained engagement, convenience
We’ll use an example of Raise your hand if… move here if… to get to know each other a bit.
Raise your hand if you speak French, German, Spanish, Russian, Japanese, Chinese, Korean, Arabic, ASL, other
Move to various locations by language
In your language, talk together
- find out who teaches what level (who teaches elementary, MS, HS, univ, other)
-find out who teaches in classroom, blended, online, mixture
Come back to the main group; moderator from each group shares what is represented in their group
Are these different in class than online?
Using visual cognition to stimulate storytelling/oral application
What’s happening here?
In your language groups, make up a one minute story with this picture
Use whatever tool you wish (oral storytelling, ppt, iPhone, etc)
Each group shares their story
Give feedback on the stories shared
Instructor tells the true story, incorporates cultural context
Shares the colloquial expression or vocab
Asks students if it would be normal here – if so, in what setting? (comparisons/connections)
Have students write a short personal reflection about what they think normal is. Are they normal? Would they feel normal in a foreign country?