Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the Diffusion of Innovations theory

Blended learning, a combination of face-to-face and online instruction, is seen as one of the most important advancements of this century and a natural evolution of the learning agenda (Thorne, 2003). Blended learning studies that compared traditional and blended foreign language classes showed no significant differences in learner outcomes and indicated student satisfaction with their learning experience. However, these studies did not allow for a sufficient description of what actually happens in an environment of a blended learning class because they lacked information about a number of characteristics such as teaching materials and methods, patterns of interaction, and participant roles. Moreover, some of the studies did not contain a theoretical base necessary to unify information about blended language learning. In view of these needs, this dissertation investigated a technology-enhanced blended learning in an ESL program. The study described the blended learning model using the framework for blended learning design proposed by Neumeier (2005). It also approached the investigation of blended learning as an innovation from two theoretical perspectives: Diffusion of Innovations theory (Rogers, 2003) and Curricular Innovation Model (Markee, 1997) by examining the innovation, its attributes, and stages of the innovation-decision process. Case study methodology was used to describe a hypothetical blended learning ESL class situated within the context of an Intensive English Program. The description of the case, the hypothetical lower-intermediate listening/speaking class, was based on the analysis of two actual listening/speaking classes which constituted two embedded units of analysis. Main participants in two classes included two teachers and their thirty-one students in addition to five other teachers and two administrators. Two classes used a commercially-available learning management system (LMS), MyNorthStarLab, to combine face-to-face classroom teaching and online learning in the computer lab and for homework. Both qualitative data (in-depth teacher interviews, class and lab observations, and student and teacher focus groups) and quantitative data (student surveys and student LMS records) were analyzed. The main findings indicate that participants could observe integration of face-to-face and CALL modes and that students could practice all language skills in both modes. A number of interactional patterns among the teacher, students, and computer were observed while teachers exhibited a variety of roles. It was also found that the use of MyNorthStarLab in blended learning classes represented an innovation according to Rogers\u27 definition and that both positive and negative innovation attributes were present. Overall, teachers and most students had positive attitudes towards the innovation and teachers passed through the first four stages of the innovation-decision process. The results of the study showed that innovations theory can have applications in applied linguistics and computer-assisted language learning. Case study methodology yielded evidence about the blended learning model that previous comparison studies were not able to provide. This dissertation has practical implications for language programs and teachers and theoretical implications for the innovation and blended learning frameworks that informed it

Movement and habitat use of headstarted Blanding’s turtles in Michigan

Captive breeding or headstarting is a management option to increase population numbers in threatened and endangered animals. The success of these programs depends on increasing population numbers while maintaining fitness within populations that contain some captiveâ reared individuals. As part of an ongoing conservation project with Shiawassee National Wildlife Refuge (SNWR) in Saginaw, Michigan, USA, the Detroit Zoological Society (DZS) headstarted Blanding’s turtles (Emydoidea blandingii) to 18 months of age. To determine survival, movements, and habitat use of these headstarted Blanding’s turtles, we externally attached radioâ transmitters to 24 turtles and released them at 4 sites in release groups of 6 along a transect in a wetland within SNWR during June 2014. We located turtles weekly during the active season (Mayâ Sep) and every 2 weeks during the inactive season (Octâ Apr) for 18 months, starting immediately after release and ending November 2015. We calculated straightâ line distances between release sites and home range centers over the study period. We examined habitat use of the turtles in relation to habitat availability. To predict movement of headstarted Blanding’s turtles away from release sites, we used geographically weighted regression (GWR) with measured habitat factors and release sites as independent variables. There were differences in home range sizes across release groups but not between years. Headstarted juvenile Blanding’s turtles in this study have home range sizes similar to those measured in other studies for wildâ hatched juveniles but smaller home ranges than those measured for wildâ hatched adults. Our study showed that headstarted Blanding’s turtles used habitats with muskrat (Ondatra zibethica) dens and cattails (Typha spp.) more than proportionally available, and used open water, willows (Salix spp.), and lowland forest less than proportionally available. The GWR model was able to predict habitat characteristics (water depth and temperature, duckweed [Lemna minor], cattails, muskrat dens and fields, buttonbush [Cephalanthus occidentalis]) that influenced the movement of turtles away from the release sites. The habitat coefficient’s influence on movement varied in relation to the current location of the turtle and as habitat characteristics increased or decreased. Turtle distance from release sites decreased as water depth, water temperature, and duckweed increased, and increased as cattails, muskrat dens and fields, and buttonbush increased. Habitat in the small spatial extent at release sites may affect movement of headstarted Blanding’s turtles. Furthermore, this study uses novel methodologies for assessing headstart programs that can aid future conservation and management efforts by providing information on habitat use and movement patterns of headstarted Blanding’s turtles after release. © 2018 The Wildlife Society.We aimed to determine survival, movements, habitat use in relation to availability, and impact of release sites on 18â monthâ old headstarted Blanding’s turtles by releasing them at 4 different sites in Shiawassee National Wildlife Refuge. We showed high survival of the headstarted Blanding’s turtles, reported differences in home range size across release groups, and used geographically weighted regression to explain how turtle distance from release sites varies by measured habitat characteristics; we concluded that habitat characteristics in the small spatial extent at release sites affect movement and space use of headstarted Blanding’s turtles.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/145553/1/jwmg21530.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/145553/2/jwmg21530_am.pd

Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the Diffusion of Innovations theory

Blended learning, a combination of face-to-face and online instruction, is seen as one of the most important advancements of this century and a natural evolution of the learning agenda (Thorne, 2003). Blended learning studies that compared traditional and blended foreign language classes showed no significant differences in learner outcomes and indicated student satisfaction with their learning experience. However, these studies did not allow for a sufficient description of what actually happens in an environment of a blended learning class because they lacked information about a number of characteristics such as teaching materials and methods, patterns of interaction, and participant roles. Moreover, some of the studies did not contain a theoretical base necessary to unify information about blended language learning. In view of these needs, this dissertation investigated a technology-enhanced blended learning in an ESL program. The study described the blended learning model using the framework for blended learning design proposed by Neumeier (2005). It also approached the investigation of blended learning as an innovation from two theoretical perspectives: Diffusion of Innovations theory (Rogers, 2003) and Curricular Innovation Model (Markee, 1997) by examining the innovation, its attributes, and stages of the innovation-decision process. Case study methodology was used to describe a hypothetical blended learning ESL class situated within the context of an Intensive English Program. The description of the case, the hypothetical lower-intermediate listening/speaking class, was based on the analysis of two actual listening/speaking classes which constituted two embedded units of analysis. Main participants in two classes included two teachers and their thirty-one students in addition to five other teachers and two administrators. Two classes used a commercially-available learning management system (LMS), MyNorthStarLab, to combine face-to-face classroom teaching and online learning in the computer lab and for homework. Both qualitative data (in-depth teacher interviews, class and lab observations, and student and teacher focus groups) and quantitative data (student surveys and student LMS records) were analyzed. The main findings indicate that participants could observe integration of face-to-face and CALL modes and that students could practice all language skills in both modes. A number of interactional patterns among the teacher, students, and computer were observed while teachers exhibited a variety of roles. It was also found that the use of MyNorthStarLab in blended learning classes represented an innovation according to Rogers' definition and that both positive and negative innovation attributes were present. Overall, teachers and most students had positive attitudes towards the innovation and teachers passed through the first four stages of the innovation-decision process. The results of the study showed that innovations theory can have applications in applied linguistics and computer-assisted language learning. Case study methodology yielded evidence about the blended learning model that previous comparison studies were not able to provide. This dissertation has practical implications for language programs and teachers and theoretical implications for the innovation and blended learning frameworks that informed it.</p

Решение проблемы разработки сети почтовых отделений для доставки на территории города

According to The General Plan of Post Network and in accordance with the criteria for opening branches of postal services for customers numerous postal offices which perform delivery services are located on the territory of every large city area. In case of using the system for combined decentralization one of the offices is assigned the role of the central deliverance post office. If the central office cannot be connected to some other unit directly, their connection is realized through one or more other units which are located in between them. Aside from the idea of the most economical management, the organization of postal offices is limited by some other actors, from the number of available vehicles, their capacity, to the question of the place and time of realizing a transaction. This paper provides information about how the money-saving algorithm for solving the problem of time interval routing can be used in a suitable way in these situations as well.Согласно Общему плану почтовой сети и в соответствии с критериями для открытия отделений связи, для оказания почтовых услуг клиентам на территории любого города, как правило, располагается несколько почтовых отделений, осуществляющих, в том числе, и операции доставки. В случае применения системы комбинированной децентрализации, одному из них присваивается роль центрального почтового отделения доставки (городского узла доставки). При отсутствии возможности прямого соединения центрального и любого другого пункта, их связь осуществляется через одно или несколько других отделений, находящихся на пути между ними. Наряду с идеей о высокоэффективном и экономичном для хозяйственной деятельности решении, Почту (как организацию) ограничивают и другие факторы, в т.ч. количество имеющихся в распоряжении транспортных средств, их вместимость, а также намеченные сроки выполнения определенных операций. В статье освещается применение в соответствующем порядке и в подобных ситуациях алгоритма экономики для решения вопроса применения транспорта, курсирующего по заранее разработанным маршрутам с указанием промежутков времени при доставке

A meta-analysis of effectiveness studies on computer technology-supported language learning

With the aim of summarizing years of research comparing pedagogies for second/foreign language teaching supported with computer technology and pedagogy not-supported by computer technology, a meta-analysis was conducted of empirical research investigating language outcomes. Thirty-seven studies yielding 52 effect sizes were included, following a search of literature from 1970 to 2006 and screening of studies based on stated criteria. The differences in research designs required subdivision of studies, but overall results favored the technology-supported pedagogy, with a small, but positive and statistically significant effect size. Second/foreign language instruction supported by computer technology was found to be at least as effective as instruction without technology, and in studies using rigorous research designs the CALL groups outperformed the non-CALL groups. The analyses of instructional conditions, characteristics of participants, and conditions of the research design did not provide reliable results because of the small number of effect sizes representing each group. The meta-analysis results provide an empirically-based response to the questions of whether or not technology-supported pedagogies enhance language learning, and the process of conducting the meta-analysis pointed to areas in research methodology that would benefit from attention in future research.This article is from ReCALL 25 (2013): 165, doi:10.1017/S0958344013000013 Posted with permission.</p