poster eurocall nottingham
TRANSCRIPT
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8/4/2019 Poster Eurocall Nottingham
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LANGUAGES, BLENDED LEARNING AND VIRTUAL LEARNING
ENVIRONMENTS
STUDENTS EXPERIENCE AND LECTURERS ROLE
Nathalie TICHELER
London Metropolitan University
twitter: nvticheler
Methodology
Focus on students own experience
Amixed-method approach
96 student self-completion questionnaires with closed and open questions
6 student follow-up interviews
A combined quantitative and qualitative treatment of data
Results
Background
The precarious situation of Modern Foreign Languages in Higher
Education in England has been reported by various organisations
such as the National Centre for Languages (CILT), the Higher
Education Statistics Agency (HESA), and more recently in the
Wortons report (2009) commissioned by the Higher Education
Funding Council for England (HEFCE). At the same time, various
initiatives have been launched at national level for Languages (such
as Routes into Languages) and e-learning (such as the ten-year
e-learning strategy launched in 2005, and revised in 2009, by
HEFCE).
Today, institutions of Higher Education in the United Kingdom makean increasing use of learning technologies both in and out of theclassroom and Virtual Learning Environments are an importantfeature of these developments. In this context, the quality ofstudents experience and the necessary evolution of pedagogicalpractices are key issues on the agenda.
In agreement with policies adopted at national and institutionallevel, the Open Language Programme (OLP) at LondonMetropolitan University, runs an Institution-Wide LanguageProgramme and offers undergraduates, postgraduates and membersof the general public accredited language modules in blended learn-ing format, a package of face-to-face lessons and regular use ofWeblearn, the Blackboard Virtual Learning Environment (VLE).
Students of French for beginners on the OLP took part in asurvey conducted by means of self-completion questionnaires and
follow-up interviews, providing feedback on theirexperience of Weblearn and highlighting the role to be played bylecturers.
This poster presents preliminary findings of the survey and makesrecommendations regarding the necessary normalisation ofWeblearn and the lecturers role in order to enhance thestudents experience.
It is just my learning preferences .... I do prefer working
with the book.
I prefer the old way...spending time with the teacher ...
knowing what the teacher thinks.
too many pictures, icons, folders and
sub-folders
too many materials to choose from
Weblearn is self-contained and web-based: I like it.
There are a lot of materials to supplement what we do in class.
It is useful: we can access the same materials in class and at home.
I can manage my own learning.
I like it ... the teacher goes through everything with us.
The interface is good but I would like more guidance from the teachers.
EUROCALL NOTTINGHAM 2011
This poster, together with selected presentations
and publications, is available on
http://ticheler.blogspot.com
I would like guidelines as to what to study and when.
May be the teacher at the end of each class could explain how to use weblearn andwhere to find materials.
May be somebody to help out with any questions who will get back to me quickly.
RecommendationsGive students an induction on how to use Weblearn, including for language
learning purposes.
Make Weblearn part of the routine both in and out of class.
Use it for a real purpose.
Make sure class contents and materials on Weblearn are integrated.
Talk about Weblearn in class, tell students about new materials and updates etc ...
Seek feedback from colleagues and students.