elearning as a tool for distance language teaching: case study

DisCo 2010

eLearning as a Tool for Distance Language Teaching:

Case Study

Mgr. Linda Pospíšilová & Mgr. Petr Krčmář

Language CentreUniversity of Pardubice

outline

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Challenges of distance studies

eLearning course designed in

Moodle

Hot Potatoes

Glossary

Big Brother factor

”Dosing” of the content

Results & Experience

+ Feedback from students

University of PardubiceFaculty of Health Studies

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Bachelor's degree coursesMaster's degree coursesDoctoral degree courses

University of PardubiceFaculty of Health Studies

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Bachelor's degree courses

study programmes:

NURSING

• General Nurse

SPECIALIZATION IN HEALTH CARE

• Professional Rescuer

MIDWIFERY

• MidwifeMaster's degree coursesDoctoral degree courses

Since 2009/10 Distance Studies

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Bachelor's degree courses

NURSING• General Nurse

Distance learning and teaching of languages

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• limited amount of time dedicated to tutorials

• absence of regular seminars

• inability to attend consultations

• other students' commitments

eLearning as a tool of solution

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• individualized approach to students' needs

• theoretically unlimited amount of time to study

• possibility of regular study

• instant feedback

• motivation by interactivity

e-Learning course focused on ESP developmentfor the Faculty of Health Studies

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Target group:

Both full-time and distance students of the first year

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Course creation

eLearning designed as an accompaniment of the existing textbook

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Course structure

Modules ~ Chapters

Balance of Lexis and Grammar

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Module structure

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Module structure

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Module structure

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Module structure

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Module structure

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Module structure

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Module structure

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LMS:

http://hotpot.uvic.ca/

Authoring Tool:

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JCross

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JCross (crosswords creation)

JCross

• intensive vocabulary practice• enforcement of the correct spelling• difficulty of lexis

(+) Great memory enhancer, leisure time aspect of this activity, schola ludus, brain teaser

(-) Demanding vocabulary, too hard for a beginner, “Even our doctors were having a hard time.”

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JCloze (filling in gaps)

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JCloze (filling in gaps)JCloze (filling in gaps)

• impossibility to cover all the acceptable answers

• grammar focused exercises

(+) Stimulating, grammar revision and fixation, the option of showing hints.

(-) No space for individual creativity, too ambiguous.

Lingua Summit Trenčín 2009

JMatch (matching)

Lingua Summit Trenčín 2009

JMatch (matching)

Lingua Summit Trenčín 2009

JMatch (matching)

Lingua Summit Trenčín 2009

JMatch (matching)

Lingua Summit Trenčín 2009

JMatch (matching)

• the most popular with students• involvement of motoric activity

(dragging the options across the screen)

• relative simplicity (no need to type anything)

(+) Fast, fun, logical, you did not have to understand everything.

(-) Boring.

obhajoba grantu 16.02.2010

JQuiz

obhajoba grantu 16.02.2010

JQuiz

• choice from multiple answers• popular

(+) Ideal for a summary of the unit, intriguing, concise.

(-) Too short, sometimes quite difficult.

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Glossary

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Glossary

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Glossary

pronunciation + definition

vocabulary building and practice

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Random glossary entry

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Random glossary entry

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Random glossary entry

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Random glossary entry

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Random glossary entry

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Glossary

creativity X accuracy

failure to delegate responsibility

(+) Fast tool to look up terms, students’ participation, stimulates vocabulary learning.

(-) Useless terms, untrustworthy, problems with phonetic script.

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Availability of all imaginable data about the students

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”Dosing” of the content

gradual opening of units over the period of the semester

to enforce students to study consistently

Unsatisfactory results:Many students were preoccupied by their other commitmentsand studied before the exams only.

CONCLUSION

ProseLearning provided & practised grammar and lexical

content.

Instantaneous feedback highly motivated the students.

Students were actively involved in creation of the

Glossary.

ConseLearning didn’t motivate distance students

towards more gradual and consistent learning process.

Failure to delegate responsibilities over the management of Glossary created

excessive burden for the tutors.

DisCo 2010

DisCo 2010

Mgr. Linda Pospíšilová & Mgr. Petr Krčmář Language Centre, University of Pardubice

Thank you for your attention