Audiographic-based instructional delivery

Issued as Quarterly report [1-3], and Final report, Project no. G-36-605Final report has title: Audiographic-based instructional delivery: an experiment in Georgia educatio

The audiographic learning facility: research and development

Issued as Annual progress report, and Final report, Project no. G-36-606Final report has title: The audiographic learning facility: research and developmen

Face-to-face and online interactions - is a task a task?

This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage

Task design for audiographic conferencing: promoting beginner oral interaction in distance language learning

This paper presents the challenges involved in designing a full set of online tutorial materials for a beginners' Spanish course for distance language learners utilising an online audiographic conferencing VLE for synchronous oral interaction. Although much has been written about task design and task-based learning and teaching (TBLT) in language learning (Johnson, 2003; Klapper, 2003; Ellis, 2000; Nunan, 1989, among others), the shift to an audiographic Computer Mediated Communication (CMC) medium presents a number of challenges to task design which are only just beginning to be documented (Hampel 2003, Hampel & Baber 2003, Hampel & Hauck 2004). Here we will discuss what the challenges are for the design and implementation of activities suited to the development of oral skills in a foreign language in such an environment in the light of current theories of SLA (Skehan, 2003; Doughty & Long, 2003; Doughty, 2000; Long, 1996), task design, and CALL (Warschauer, 1997; Chapelle 1998) and how those challenges were met for the production of a full set of materials for a beginners' Spanish distance learning course at the Open University using a tool that had been deemed unsuitable for that level (Kötter, 2001). We will also present the findings of the developmental testing of a sample of these activities and recommend a model for tasks in an audiographic VLE to promote oral interaction at beginner level

Emotion In Online Distance Language Learning: Learners’ Appraisal Of Regret And Pride In Synchronous Audiographic Conferencing

In the last few decades, the study of emotions has been considered essential to our understanding of social and human mental lives, as they mediate between what is personally important and the outer world of people, objects and happenings (Oatley & Jenkins, 1996). Despite assumptions that success and failure in language learning are partly determined by learners’ ability to regulate their emotions, there is no research in second language acquisition (SLA) on everyday emotions other than anxiety. Thus, we move away from linguists’ broad conception of affect into the more particular understanding of emotion by emotion theorists, as incorporating phenomenological experiences, cognitive appraisal and some form of coping. Appraisal theory claims that emotions are elicited by evaluations of events and situations in relation to a person’s goals, needs or concerns (Roseman & Smith, 2001). Roseman’s appraisal model proposes seven appraisals of an event that influence emotions: unexpectedness, situational state, motivational state, probability, agency, control potential and problem type (Roseman, 2001). We administered a questionnaire to a large number of distance language learners, and interviewed a sample of respondents to find out about the emotions they felt when using a synchronous audiographic conferencing tool for oral interaction, and also their appraisal of instances of regret and pride, following Roseman’s model. Our analysis revealed that learners overall feel positive emotions more often than negative emotions, and that women report feeling more than men. We found a stable pattern of appraisal for both regret and pride along certain dimensions such as situational state, but varied particularly concerning agency. Our findings suggest that negative emotions should not be ostracised from the process of language learning, and that language learners need to develop an awareness of the origin of their emotions (positive and negative), including self, others and the context of interaction

Voice Interaction Online

This chapter examines the potential for voice activities to enhance online learning. Although research related to online writing tools (such as e-mail, discussion threads, blogs, and wikis) is growing and the use of synchronous and asynchronous voice tools (such as internet phone, VoiceThread and multimodal web conferencing) has developed rapidly, little is known about the effects of systematically implementing these voice tools in formal educational settings (Millard, 2010). This chapter first provides a brief overview of the available online voice systems, the design principles of online voice interaction, and prior research and frameworks regarding voice interaction in online and blended learning. It then reports on a study of a systematic application of an asynchronous voice recording system integrated into a learning management system in an undergraduate blended-learning English course. The research found that the voice system was adequately usable and was associated with a positive change in the students‘ perceptions of speaking English over the semester. Half of the students were reluctant to talk to an online program, whereas the other half were willing to do so. Regular use of online voice assignments encouraged high attendance rates for the in-person classes. This suggests the potential power of asynchronous online voice interaction to help support students‘ learning

Integrating Web-Based Training into Communication Scholarship of Computer-Mediated Communication

As interest and use of the Internet through the World Wide Web increases, it becomes necessary for the Communication Discipline to reexamine its approach to studying computer-mediated communication. A meta-analysis of the discipline\u27s research in this area provides insight into the scholarly history of this subject. Included in this analysis is an examination of the discipline\u27s research in computer-based instruction, placed as a subcategory under computer-mediated communication. This study reveals a gaping hole in the communication scholarship of computer-mediated communication and offers suggestions as to how research of Web-based training might fill this gap. Additional discussion also reveals how research of Web-based training might provide a means for expanding the boundaries of the discipline\u27s current approach to studying computer-mediated communication

The nature and role of social presence in audiographic, synchronous online language learning contexts

This study explores social presence (SP) and its nature and role in online language tutorials at the Open University. My research questions ask how SP is perceived to influence language learning and what factors impact on the projection of SP from the learner perspective. I also ask if these perceptions are evidenced through observed aspects of tutor and learner participation. Within the field of computer-mediated communication (CMC), SP theory has evolved from a view of SP as a product of a technological medium to an understanding of the impact of social interaction on its development and projection. Research studies in CMC highlight the importance of SP but, as yet, the links between SP and online language learning have not been fully explored. Whereas socio-cultural theory provides a framework for my understanding of the importance of social interaction in learning, I draw on the field of multimodality to gain insight into the meaning-making potential of multimodal environments. I also draw on the Community of Inquiry framework (Garrison et al., 2000) to provide both a theory and methodology for my study of SP. My principal finding is that positive SP is important in online language learning, not only to support and facilitate language interaction but also as a necessary aspect of communication in language learning. However, the generation and impact of SP are contingent upon factors related to individual learner differences and emotional responses, and to its interplay with teaching presence and ‘language learning presence’, which is a new concept. SP must always be understood in relation to the primary mediating variables of the subject area and online learning environment. The pedagogical relevance of my study is located in insights into the nature and role of SP in online language learning, derived from an integrated methodology, involving both student perspectives and my observations of online interaction

Perceptions of Online Distance Education within the North Carolina Community College System by Chief Academic Officers and Chief Distance Education Officers.

The purpose of this study was to determine the perceptions of chief academic officers (CAOs) and chief distance education officers (CDOs) regarding faculty satisfaction in areas of released time for training and course development, workload, overall support of distance education, and extra compensation. One-hundred-sixteen surveys were sent out by e-mail to all 58 community colleges in North Carolina. The data for this study came from the returned surveys. The combined return rate of surveys was 78%. The SAS Institute program procedures were used for the analysis of the data. An alpha level of .05 was used for all statistical analyses. Results of this study showed differences between the CAOs and CDOs regarding faculty satisfaction on key issues. One reason for this could be more frequent contact of faculty with CDOs than with the CAOs. Recommendations for further research include: This study should be replicated in 2 to 3 years to ascertain what changes have occurred in North Carolina community colleges; Similar comparative studies should be made regarding community colleges in other states; Additional studies should be conducted in North Carolina to gather comments and concerns directly from faculty members; The following recommendations are made to improve distance education in North Carolina: Adequate technology funding for distance education programs in North Carolina community colleges needs to be acquired; A state formula should be developed to enable the sharing of FTE for community colleges in North Carolina that provide joint distance education programs; Long-range plans for supporting and training faculty members and funding distance education programs should be developed in North Carolina community colleges; Community colleges without written distance education policies should develop them; Community college administrators should become better informed about the needs of distance education faculty members and programs; and A state wide task-force needs to be developed to study the needs of distance education faculty members and programs in North Carolina