Virtual Field Trips for Active, Personalized Foreign Language Learning

This mixed-methods study involved implementation of virtual field trip (VFT) projects in an online undergraduate foreign language (FL) course, with a close focus on four student participants’ use of VFTs over four weeks. Participants explored an Italian city using desktop virtual reality; narrated their experiences, and created an annotated digital VFT exhibit. This study sought to determine whether VFTs increased students’ opportunities for active, experiential FL learning; evaluated student perceptions of choice, personalization, and authenticity of the VFT activity; and examined the role of instructional design for VFTs. Data were derived from participant surveys, interviews, classroom observations, participant VFT use recordings and learning artifacts. Analysis of recorded VFT sessions revealed participants spoke significantly more in the target language (TL) when using VFTs than during other course activities. Significant personalization was observed in students’ VFT learning artifacts. Surveys and interviews indicated participants valued the realism of the virtual environment and responded positively to the opportunity for personalized exploration of the city. The findings suggest that options for personalization contributed to students’ level of interest in the VFT and motivated increased TL communication with peers. Participants reported the VFT activity supported learning both from and about their peers. Interestingly, all participants reported structuring their VFT design around relationships with family and friends whom they envisioned accompanying them on the virtual visit. This study’s findings will be useful to instructors interested in VFTs as a strategy to increase opportunities for active, personalized learning in their courses

Understanding work-life interface of Malay Muslim women academics: an Interpretative Phenomenological Analysis (IPA)

Women academics in collectivist societies, despite their significant numbers, have been of little concern to researchers. While women’s involvement in education and employment opportunities has increased and their economic positions have improved, their role pertaining to domestic responsibilities and care for the family in such societies remains the same. The purpose of this qualitative phenomenological research is to describe the work-life interface as experienced by Malay Muslim women academics. This study also identifies the work environment factors that assist and/or hinder these academics in managing their work-life responsibilities as well as investigating the influence of culture and religion. Diary entries and in-depth telephone interviews with seven Malay Muslim women academics were employed to capture the essence of their daily work-life experiences. Using Interpretative Phenomenological Analysis as the research method, the findings of the study are presented under four themes: juggling multiple roles, sources of supports, impact of leadership style, and identity formation. The participants in this research provided valuable insights based on their many years of experience as academics in higher education institutions besides their roles as mothers and wives. The Malay Muslim women academics’ work-life experiences appear to be complex and multifaceted. Negotiating between professional and personal roles has an impact on the careers of women academics, their personal and family lives, and their well-being. In managing their daily work-life responsibilities, an interplay exists between Islamic values and Malay traditional customs. The customary practices which are important in the functioning of the society as a whole contribute in shaping their identity as women, family members and academics. In addition, leadership style can have a significant impact on their work-life management. For these women, the lived reality is that being an academic means having never-ending tasks that sometimes require personal sacrifices which are achieved through the support of family and work colleagues as well as their personal belief systems