Qualitative and mixed methodology for online language teaching research

This paper provides an overview of CALL (Computer Assisted Language Learning), its history and current developments. It presents a rationale for moving CALL research forward, and outlines a particular approach to researching online language teaching and learning: the use of qualitative methodology. It is in this historical context that a case for more qualitative and integrative research designs is made. Examples of qualitative and mixed method studies are taken from the context of language teaching at the Open University in the United Kingdom, the largest institution of its kind in Europe, with a remit of teaching all subjects at university level to adults, regardless of their prior qualifications. With the help of these examples the scope and promise of qualitative approaches are discussed

New Technology and Tools to Enhance Collaborative Video Analysis in Live ‘Data Sessions’

The live ‘data session’ is arguably a significant collaborative practice amongst a group of co-present colleagues that has sustained the fermentation of emerging analyses of interactional phenomena in ethnomethodological conversation analysis for several decades. There has not, however, been much in the way of technological innovation since its inception. In this article, I outline how the data session can be enhanced (a) by using simple technologies to support the ‘silent data session’, (b) by developing software tools to present, navigate and collaborate on new types of video data in novel ways using immersive virtual reality technologies, and (c) by supporting distributed version control to nurture the freedom and safety to collaborate synchronously and asynchronously on the revision of a common transcript used in a live data session. Examples of real cases, technical solutions and best practices are given based on experience. The advantages and limitations of these significant enhancements are discussed in methodological terms with an eye to future developments

A MODEL FOR PREDICTING THE PERFORMANCE OF IP VIDEOCONFERENCING

With the incorporation of free desktop videoconferencing (DVC) software on the majority of the world's PCs, over the recent years, there has, inevitably, been considerable interest in using DVC over the Internet. The growing popularity of DVC increases the need for multimedia quality assessment. However, the task of predicting the perceived multimedia quality over the Internet Protocol (IP) networks is complicated by the fact that the audio and video streams are susceptible to unique impairments due to the unpredictable nature of IP networks, different types of task scenarios, different levels of complexity, and other related factors. To date, a standard consensus to define the IP media Quality of Service (QoS) has yet to be implemented. The thesis addresses this problem by investigating a new approach to assess the quality of audio, video, and audiovisual overall as perceived in low cost DVC systems. The main aim of the thesis is to investigate current methods used to assess the perceived IP media quality, and then propose a model which will predict the quality of audiovisual experience from prevailing network parameters. This thesis investigates the effects of various traffic conditions, such as, packet loss, jitter, and delay and other factors that may influence end user acceptance, when low cost DVC is used over the Internet. It also investigates the interaction effects between the audio and video media, and the issues involving the lip sychronisation error. The thesis provides the empirical evidence that the subjective mean opinion score (MOS) of the perceived multimedia quality is unaffected by lip synchronisation error in low cost DVC systems. The data-gathering approach that is advocated in this thesis involves both field and laboratory trials to enable the comparisons of results between classroom-based experiments and real-world environments to be made, and to provide actual real-world confirmation of the bench tests. The subjective test method was employed since it has been proven to be more robust and suitable for the research studies, as compared to objective testing techniques. The MOS results, and the number of observations obtained, have enabled a set of criteria to be established that can be used to determine the acceptable QoS for given network conditions and task scenarios. Based upon these comprehensive findings, the final contribution of the thesis is the proposal of a new adaptive architecture method that is intended to enable the performance of IP based DVC of a particular session to be predicted for a given network condition

The role of perceived proximity in video-mediated communication

As technology for remote communication continues to advance and become more widespread, there is a need for research to attempt to understand the manner in which such technology may most suitably support human communication. This thesis describes a series of experiments which investigated the role of proximity within video-mediated communication. Proximity is one of the most fundamental forms of non-verbal communication used in a face-to-face interaction. Even subtle changes in interpersonal positioning are rich in information which people use to attempt to regulate the behaviour of themselves and others. At present it is unknown whether this type of non-verbal communication is preserved in video-mediated interactions. The aim of the present research project was to investigate whether impressions of proximity could be conveyed across a video link. In addition the research attempts to illuminate the physical parameters which may underpin the perception of proximity and to explore the impact upon users that any changes in perceived proximity may cause. The research uses a wide range of approaches to study the potential impact of proximity including analyses of the structure and content of dialogue, objective and subjective task outcome measures. The research demonstrates that perceptions of proximity can exist in a video-mediated environment and when they do, they can lead to differences in the communication behaviour of individuals communicating across a video link. It is found that when participants interact with a remote interlocutor who appears to be close, they tend to be more interactive. The research goes on to investigate the perceptual basis behind this effect and also considers how this relates to other variables which are known to affect communication, most notably familiarity

Shifting Perceptions within Online Problem-Based Learning

This chapter is aimed at supporting academic staff in universities and colleges who have begun or are considering introducing online problem-based learning (OPBL) for students’ learning. OPBL is a promising combination of pedagogical innovations and technological solutions which support and enhance each other. In this chapter we will examine the perceptions present in higher education today, which are connected with the development within the research fields of e-learning and problem-based learning. This chapter is based on the recent and extensive emergence of literature on online learning and the success of problem-based learning (PBL). Traditionally, PBL has usually been conducted in a face-to-face setting. Whilst there is a growing researchbase in the area (Donnelly, 2005; Koschmann, 2002; Portimojärvi, 2006; Uden, 2005;Valaitis et al., 2005), it is fair to say that less is still known about the use of PBL in the electronic-based distance-education virtual classroom.

Impact on the knowledge construction process of multimedia online interactions in audio-graphic conferencing systems: the case of adult distance learners of French

Online researchers suggest that synchronous audio-graphic corm encing systems provide different mediational tools that create different mediated educa nal interactions that support the collaborative process of meaning construction, However, the existing literature does not indicate whether the quality of multimodal online interactions as well as the affordances of the use of the synchronous medium can effectively enh ce this process. This thesis brings together two lines of research. The thesis develops a methodological framework for the presentation and analysis of multimodal online interactions that draws on socio-constructivist understanding that the process of meaning construction is social and individual. The second is concerned with the analysis of online multimodal discussions; it examines the interrelationship between the different tools of communication and the different affordances of their simultaneous and single use that may hinder or promote the collaborative process of meaning construction. The design of this research focuses on interaction patterns and examines the extent which online discussions, mediated by the different tools of communication, reach high levels of collaborative meaning construction.This study assumes the knowledge construction process to be empirically observable through analysing online interactions and students' perceptions of the learning experiences. It examines, through interviews, questionnaires and video recordings of online tutorials, the quality of online learning experiences of two different UK Open University tutorial groups learning French. Results show that: participants make different multimodal choices which lead to the creation of different patterns of multi modal interactions and on line exchanges that affect differently participants' engagement in the collaborative meaning construction process; the single and the simultaneous use of the different tools of communication create different affordances for participants to perform different interactive and communicative roles; the multi modal competencies of students and tutors, the tutors' styles and task design play an important role in supporting the collaborative meaning construction process

Video Conferencing: Infrastructures, Practices, Aesthetics

The COVID-19 pandemic has reorganized existing methods of exchange, turning comparatively marginal technologies into the new normal. Multipoint videoconferencing in particular has become a favored means for web-based forms of remote communication and collaboration without physical copresence. Taking the recent mainstreaming of videoconferencing as its point of departure, this anthology examines the complex mediality of this new form of social interaction. Connecting theoretical reflection with material case studies, the contributors question practices, politics and aesthetics of videoconferencing and the specific meanings it acquires in different historical, cultural and social contexts

Distance learning methods and technologies : benefits to the maritime industry and developing countries

This dissertation is a study of distance learning methods and technologies. A brief history is given from inception and traces its continuous development from initial implementation to current practices. A comparison with traditional learning was done, outlining the various attributes of the two concepts, where intrinsic and extrinsic influencing factors are described. Despite the fact that distance learning has been practised formally in one form or another for the past hundred years, it has not and still is, not fully regarded and accepted within the educational system. Since its inception in the form of Correspondence, it has been looked upon as an inferior type of learning without any academic credibility. Accordingly it has more or less been tolerated as a means of delivering education to the \u27masses\u27, rather than an alternative method of education. It has thus been viewed as a method of study for students who do not fulfil academic requirements for higher education, and therefore considered an \u27easy\u27 way of gaining academic success. However changing social trends, the inability of traditional learning institutions to accommodate increasing numbers of students, and the technological progress in communication and computerisation have been largely responsible for a perceived change in attitude. The learning process and the various components as applied, have been examined with the focus on necessary attributes, along with the learning methods practised. The relationship between the teacher and student together with their respective responsibilities are discussed, being considered vital factors in the learning process. The technology utilised is described in a general context without descriptive technical detail, which is outside the scope of this dissertation. A distance learning course design is described indicating the procedure and the staff involved. Its application to the maritime industry is discussed concisely, attesting to its validity and the benefits to be derived. Initiatives for developing countries are suggested, where the concept can assist in the training of personnel, and in the development of maritime institutions. The benefits of distance learning are increasingly being recognised within the maritime industry, though primarily as a means for compliance with international regulations. The concluding chapters in addition to summarising the content of the dissertation, also provides recommendations for implementing and applying the distance learning concept within the maritime industry and developing countries