Virtual Classroom for Second Language Distance Learning - Essay Example

The Design and Implementation of Virtual room for Second Language Distance Learning TotalNumber of Words: 2,086 Table of Contents I. Introduction ......................................................................................... 3 II. Research Question(s) ......................................................................... 3 III. Literature Review ................................................................................ 3 a. Design of Virtual Classroom for Second Language Distance Learning ................................................................ 4 b. CALL as Preferred Information Technology for Second Language Acquisition ............................................ 5 IV. Methodology ........................................................................................ 6 V. Analysis and Interpretation .................................................................. 7 a. Semi-Structured Interview Results ..................................... 7 b. Quantitative Survey Quantitative Questionnaire Results 8 VI. A Proposed Implementation Strategy .................................................. 9 VII. Conclusion ........................................................................................... 10 Appendix I – Semi-Structured Interview Questionnaire ................................... 12 Appendix II – Semi-Structured Interviews with Jessa ..................................... 13 Appendix III – Semi-Structured Interviews with Mary ...................................... 16 Appendix IV – Online Survey Quantitative Result ........................................... 18 Appendix V – Online Survey Qualitative Result .............................................. 20 Figure I – Structure of a Virtual Classroom ..................................................... 21 References .................................................................................................. 22 - 23 Introduction As part of globalization, the implementation of a virtual classroom exclusively for distance learning has significantly increased over the years. Considering that the total number of online enrollees in 2000 is only 194,580; the total number of online students in 2006 rose up to 1,518,750 students. (Foster & Carnevale, 2007) The increasing demand for online distance learning reflects the gradual shift of some students from a traditional classroom to a virtual classroom. As part of the study, the researcher will conduct a literature review with regards to the use of virtual classroom for second language distance learning including its design. Based on the result of the survey questionnaires and personal interviews, the researcher will determine the best design of a virtual classroom for second language distance learning including a proposed implementation strategy. Research Question(s) For the purpose of this study, the following research questions will be used: What is the best virtual classroom design for second language distance learning? What is the best strategy for the implementation of the virtual classroom for second language distance learning? Literature Review The use of the Internet and other related technologies has made a significant increase over the past ten years. (Lavooy and Palmer, 2003) In line with the progress in the development of Internet-based technology, changes in the educational approach has gone through a lot of major restructuring. Each year, a lot of colleges and universities have been investing a lot of money in developing reliable and real-time web-based classes (Ewing-Taylor, 1999) especially for the purpose of studying second language courses in distance learning. A virtual classroom is a computer based system used to deliver virtual teaching and learning. According to Karasavvidis et al. (2003), the learning and teaching behaviour of students and the teachers is an important factor that contributes to the success of using computer-based technology in education. For this reason, the design of a virtual classroom for distance learning has to be easily accessible, reliable, user-friendly, and interactive. Design of Virtual Classroom for Second Language Distance Learning The design of virtual classroom for distance learning should include online forums such as Blackboard Discussion Board, video conference, e-mails and chat rooms to allow the students and mentors to have an open communication link as it makes the course materials available to each learner 24/7. (Nian-Shing, Kinshuk, Yi-Hung, 2005) Ewing-Taylor and Overall (2003) emphasized the importance of constant interaction and collaboration between the teachers and the learners since it enables the students to learn more from its mentor. In relation to the point-of view of Ewing-Taylor and Overall (2003), the study of Kubala (1998) reveals that the use of an anonymous open communication through a web-based communication line is more effective in terms of motivating shy students to speak up and participate more during a class discussion. CALL as Preferred Information Technology for Second Language Acquisition When designing a virtual classroom for distance learning on second language, the use of CALL-based curriculum particularly in the form of class blogs or online diary writing are commonly used as an alternative assessment method in writing classrooms that are attended by native speaking students (Barrios, 2003) as well as in the classes of second language students (Pinkman, 2005; Ward, 2004; Campbell, 2003). In some cases, blogs are also used by the teachers as a form of ‘diary introspection. (Suzuki, 2004) The use of blogs in learning the English language could provide real learning opportunities to students since all of them will have to respond and construct their thoughts into written English. According to Zamel (1992), “just as reading provides a comprehensible input in the form of writing; writing could also be an input for reading.” (Zamel, 1992; 480) Since online blogs allow each student to go through a real-time discussion on their chosen topic, Kartchner (2007) highlights the importance of online blogging when it comes to motivating the students who are enrolled in a distance learning courses. For students who are having difficulties in learning a specific subject, the student could have a better opportunity to learn to express their personal opinion with the use of online blogs and/or online journal. By doing so, the student could learn and acquire new ideas each day. Blogging is considered to be the main component of a CALL program. Using a Wave Model, it is the CALL program that allows the students to participate in Web listening; the use of online grammar puzzles and quizzes; videos; the use of online concordances; as well as the face-to-face pair or group discussions. Considering the benefits the students would get out of using the CALL program, teachers in general view the class blog and other activities that promote English writing as a tool in the development of the students’ writing fluency as well as in expressing themselves. (Knutson, 2000; Zamel, 1992) On the contrary, there are still quite a lot of researchers who are very much concern with some teachers feel that the use of the CALL program in English learning could be ineffective due to the fact that there will always be some students who have a very low English proficiency and lack of motivation in learning the English language, lack of knowledge with the use of computers in English language, and the short period allocated for each program. (Skehan, 2003) Methodology In order to determine the answers to the research questions, the study will use a combination of a quantitative survey and a structured personal interview based on the survey questions formulated by the researcher. The semi-structure interview questions will be used in gathering the personal opinion and learning experiences of online distance learning students who are taking up English as their second language. (See Appendix I – Semi-Structured Interview Questionnaire on page 12) On the other hand, the quantitative survey questionnaires will be used technical people who are working behind the online virtual classrooms including the online teachers, administrators, librarians, and technical support group among others. (See Appendix IV – Online Survey Quantitative Result on page 18) Analysis and Interpretation Semi-Structured Interview Results The first interviewee is Jessa Picardal, a working student who is currently enrolled with Language Link on Advance Platinum eight month online English course. The second interviewee is Mary Jones, also a working student who is enrolled with 1-language.com for the advanced American English Audio Course. Both respondents reported that they are very much satisfied with their personal learning experiences through the online distance learning on English language because of their tight schedule. Jessa reported that going through online virtual school is good because it omits the travelling time and effort when going to a traditional classroom. She added that it has improved her English skills both in speaking and writing whereas Mary enjoys speaking with other online students while she relaxes at home from work. The communication tools offered in each online-distance learning school varies from one another. According to Jessa, she communicates with her teacher with the use of bulletin boards and/or e-mail. In the case of Mary, she uses chat/boards as a communication tool with her professor and other students. Sometimes, Mary uses the online penpals web page where she could write in English without the hesitant feeling. Both respondents have average skills when it comes to the information technology. According to Jessa, she encountered problems trying to figure out how to communicate with her teacher at first. With the help of her brother who is an IT expert, she managed to get accustomed with the use of the existing communication tools. In the case of Mary, her basic English and IT skills enabled her to use the communication system without a problem. Jessa and Mary use the communication tools offered by Language Link and 1-language whenever they have free time. Jessa is very much satisfied with the learning process offered by Language Link. In case her teacher uses unfamiliar English words, she uses a pocket dictionary to find the meaning of the word. Mary is also satisfied with the online virtual classroom designed offered by 1-language.com since it offers the students a long list of learning resources such as the ESL flash games, grammar quizzes, word searches, test preparation, essay writing, and a reading library that is accessible 24/7. Despite the fact that Jessa and Mary are very much satisfied with the online virtual classroom design offered by their respective online distance learning schools, both respondents suggested the implementation of a video conferencing in order to enhance their communication skills in English. (See Appendix II & III – Semi-Structured Interviews with Jessa and Mary on page 13 and 16) Quantitative Survey Quantitative Questionnaire Results A total of 25% of the 12 respondents are working as a librarian and communication technical assistant in an online distance learning for second language. The rest works as registrar personnel, course manager, and online teachers. There are some online distance learning schools that offer more than one language. Considering this matter, a total of 58% of the respondents work with online distance learning that teaches English language; 17% teaches Spanish; and 8% each teaches Bulgarian, Korean, Chinese, and French. The quantitative survey results reveal that out of the 12 respondents, e-mails and chat rooms are considered the most common communication tools or online forum used between the teachers and students as well as among the online students. Other types of communication tools used in an online virtual classroom design includes 83% blackboard discussion board; 75% video conferencing; 67% online class blogs or journals; 33% pen pals; and 8% online diary writing. The optional web educational resources that are included in the online distance learning are: fun and games (83%); online reading library / reading room (75%); grammar quizzes (33%); test preparation (25%); essay writing (17%); and word searches (8%). Out of the 12 respondents, 75% reported that the online distance learning he/she is working with offers a free trial lesson for interested students. (See Appendix IV – Online Survey Quantitative Result on page 18) A Proposed Implementation Strategy Based on the quantitative survey results, the researcher has concluded that a strong cooperation among the online teachers, course managers, communication managers, and/or registrar personnel in terms of managing the online virtual classrooms, delivering a good quality teaching services, supervising the virtual classroom resources. Similar to a traditional school, several managers are required to manage the different technical concerns of each department. Basically, the course manager is responsible in managing the online course description and outline based on the specific needs of each learner whereas the role of enrolment and registrar managers handles the enrolment procedure for incoming freshmen and tuition. A communication manager is also required to handle and control the communication link between the teachers and the students through the use of Blackboard, video conference, e-mails and chat rooms which is being counter check and monitored by a data manager. Lastly, the online resource manager is needed to download the teaching and learning materials, communicates with the online library personnel through e-mail including the monitoring of online media. (See Figure I – Structure of a Virtual Classroom on page 21) Conclusion It is essential to develop a design that is easily accessible, reliable, user-friendly as well as an interactive online virtual classroom in order to keep up with the specific needs of each online second language student. Based on the semi-structured interview and quantitative survey results and considering that communication between teachers and students, the design for an online virtual distance learning that focuses on second language should include the use of communication tools such as: e-mails, chat rooms, blackboard discussion board, video conferencing, online class blogs / journals, pen pals, and online diary writing. A 24/7 support service should also be available since online-based distance learning are usually being offered globally. To improve the learning experience of the students, the online distance learning design should also include web educational resources related to fun and games; online reading library / reading room; grammar quizzes; test preparation; essay writing; and word searches. In line with the tight competition in the online virtual class designed for second language, it is essential for the web design to include free 2 days trial lesson in order to make the prospective students used with the online learning classroom. With regards to the implementation of virtual classroom, a strong cooperation among the online teachers, course managers, communication managers, and/or registrar personnel in terms of effectively managing the online virtual classrooms, delivering a good quality teaching services, including a more effective supervision on the virtual classroom resources. *** End *** Appendix I – Semi-Structured Interview Questionnaire 1. Please tell me your name. 2. Where do you study online distance learning for second language? 3. What are the communication tools you use with your teacher? How does it improve your second language? 4. How would you describe your IT skills? 5. Does the level of your IT skills affect your communication line with other students and the online teachers? 6. How often are you using the communication tools like Blackboard, chat, e-mail, or video conferencing? 7. How effective was the online second language distance learning in your opinion? 8. Are you satisfied with the Online Virtual Classroom Designed offered by your Online Distance Learning School? What are some of the suggestions you could provide to improve the implementation and design of online virtual classroom? Appendix II – Semi-Structured Interviews with Jessa Interviewer: Thank you very much for allowing me to conduct an interview with you. Can you tell me your name and where exactly you have enrolled yourself in a second language online distance learning? Jessa: I am Jessa Picardal. I enrolled myself at Language Link for Advance Platinum eight month online course learning English as my second language. Right now I am on my third month learning the English language. Interviewer: How’s your personal experience with the online distance learning on English language? Jessa: So far so good. I did improve a little on my English both in speaking and writing. Interviewer: What are the Communication tools you use with the teacher? How does it improve your second language? Jessa: I communicate with my teacher with the use of bulletin boards and e-mail. I believe that using these tools helps me improve the use of English language in writings. This is not the first time I study English language. I noticed that learning English without practicing, it does not help me improve the use of English when I communicate with another person. So, I try to speak English to almost anyone I talk to. When my teacher is not online, that is the time I send her e-mail when I have a question to ask her. Sending her e-mail is also good because it helps me improve my writing skills especially with spelling and grammar because she makes sure that she provides me a feedback regarding my spelling and grammar. Interviewer: How would you describe your IT skills? Jessa: I am not so good with my IT skills. I think I am average. Interviewer: Does the level of your IT skills affect your communication line with other students and the online teachers? Jessa: At first I do have problems trying to figure out how to communicate with my teacher. But I have my brother who is good with IT. So he teaches me how to use my the website. Right now, I am okay with it. No problem with communicating with other students and teachers online. Interviewer: How often are you using the communication tools like Blackboard, chat, e-mail, or video conferencing? Jessa: Every time I have a free time, I always log on the website to communicate with my classmates through chat. There is no limit when I use these tools because I share the Internet access at home with my brother. Interviewer: How effective was the online second language distance learning in your opinion? Jessa: I like it better to enrol myself in online second language distance learning because I am also working. I do not have time travelling to a school to learn English since travelling alone could also make me tired eventually. So far, my English language improved a little. When my teacher use words I cannot understand, I make an effort trace the word and find the meaning in a dictionary. I always bring my dictionary with me just in case I need it. Interviewer: Are you satisfied with the Online Virtual Classroom Designed offered by your Online Distance Learning School? What are some of the suggestions you could provide to improve the implementation and design of online virtual classroom? Jessa: Yes. I am okay with it. I guess I have gotten used to the system because I have been using it for the past three months. To improve the system of Language Link, I believe that integrating the use of video conferencing is a good idea because it could enhance the speaking ability of the students with regards to learning the English language. Interviewer: Thank you for your time Jessa. Jessa: You are welcome. Appendix III – Semi-Structured Interviews with Mary Interviewer: Thank you very much for allowing me to conduct an interview with you. Can you tell me your name and where exactly you have enrolled yourself in a second language online distance learning? Mary: I am Mary Jones. Right now I am enrolled with 1-language.com for the advanced American English Audio Course. Interviewer: How’s your personal experience with the online distance learning on English language? Mary: It is good I can say. I enjoy it very much because I also get to speak with other students online while I am relaxed at home from work. Interviewer: What are the Communication tools you use with the teacher? How does it improve your second language? Mary: 1-language uses chat/boards to communicate with the teacher and other students. It also offers a web page where we can make friends or have an online penpals while we learn English. I like the penpal portion because the person I write doesn’t know me at all. I won’t feel shy in case my grammar in writing is not correct. I also take it as opportunity to practice writing English. Interviewer: How would you describe your IT skills? Mary: I am think I am okay with the basic IT. Interviewer: Does the level of your IT skills affect your communication line with other students and the online teachers? Mary: Since my basic English skill is okay. I can find ways to know how to use the communication lines offered by 1-language. Technically, my average IT skills and acceptable English knowledge is enough to get me to communicate with other students and teachers online without any trouble. Interviewer: How often are you using the communication tools like Blackboard, chat, e-mail, or video conferencing? Mary: Every time I have a free time or when I have a schedule online. At least once or twice a day, I make sure that I log on the 1-language chat room to find out what new in class. Interviewer: How effective was the online second language distance learning in your opinion? Mary: Going through online second language distance learning is pretty effective in my case because I could easily adjust with the limited time available in one day. You know how it feels like when working and studying. It’s not that easy to adjust the time since there will always be some uncontrollable situations that may arise from work. Interviewer: Are you satisfied with the Online Virtual Classroom Designed offered by your Online Distance Learning School? What are some of the suggestions you could provide to improve the implementation and design of online virtual classroom? Mary: Yes. I am satisfied with it since they offer the students a long list of learning resources such as the ESL flash games, grammar quizzes, word searches, test preparation, essay writing, and a reading library that is accessible 24/7. However, 1-language can still improve its communication system by implementing the use of video conferencing like what other online virtual classrooms are using. Interviewer: Thank you for your time Mary. Mary: Okay. No problem. Appendix IV – Online Survey Quantitative Result Total Number of Respondents: 12 Question Frequency Percentage (%) 1. What types of communication tools or online forums included in the online virtual design you work with: Blackboard Discussion Board E-mails Chat Rooms Video Conferencing Online Diary Writing Pen Pals Online Class Blogs / Journals Others: _______________________ IIIII – IIIII IIIII – IIIII – II IIIII – IIIII – II IIIII – IIII I IIII IIIII - III 83% 100% 100% 75% 8% 33% 67% 2. What are the optional web educational resources included in online distance learning you are working with: Fun and Games Grammar Quizzes Word Searches Test Preparation Essay Writing Online Reading Library / Reading Room IIIII – IIIII IIII I III II IIIII – IIII 83% 33% 8% 25% 17% 75% 3. What language is offered by the online distance learning you are working with? English Spanish Bulgarian Korean Chinese French IIIII – II II I I I I 58% 17% 8% 8% 8% 8% 4. What is your job description or responsibility in the online distance learning you are working with? Librarian Registrar Personnel Communication Technical Assistant Course Manager Teacher Others: ______________________ III II III II II 25% 16.67% 25% 16.67% 16.67% 5. Does the online distance learning you are working with offers free trial lesson? Yes No IIIII – IIII III 75% 25% Appendix V – Online Survey Qualitative Result Total Number of Respondents: 12 1. Where do you work? Excel High School 1-language.com Language Link The Boston Language Institute Institulo de la Lengua Magallanes The Easy Bulgarian Online Telefrench eChineseLearning OnlineLearners Language Link Excel High School Language Link 2. Do you have any comments or suggestions about the design of online virtual classroom used by the online school you work with? The online virtual classroom offered by the online distance learning I work for does not use video conferencing or web cam and/or mic that commonly used by other institution. Due to intense competition in the market, it is important to keep the virtual classroom competitive with others. In line with globalization, the communication gap in terms of language between the teacher and students increases. Therefore, the institution has to keep the design of virtual classroom as simple as possible and user-friendly. Figure I – Structure of a Virtual Classroom References: Barrios, B. (2003). The Year of the Blog: Weblogs in the Writing Classroom. Retrieved October 16, 2007, from Writing Program, Rutgers University - New Brunswick: http://www.bgsu.edu/cconline/barrios/blogs/ Campbell, A. (2003). Weblogs for Use with ESL Classes. Internet TESL Journal , 9(2). Ewing-Taylor, J. (1999). Student Attitudes toward Web-Based Courses. Retrieved October 18, 2007, from http://wolfweb.unr.edu/homepage/jacque/research/student_attitudes.html Ewing-Taylor, J., & Overall, T. (2003). Collaborating to Make Difference: Taking the PT3 Collaborative Exchange Program into the Future. 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