Videoconferencing to Extend a General Education English Program- Design Decisions
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Interaction is a necessary component of high-quality English language courses. When there is a lack of interaction, learners lack opportunities to test their language use and make adjustments necessary to improve. This is particularly difficult to accomplish in classes with large numbers of students. In an effort to address this problem, Sangmyung University’s Seoul campus piloted a large-scale one-on-one desktop/mobile videoconferencing blended learning project. 198 students in five sections of a general English course were assigned to participate in 10 videoconferenced sessions over half of a semester with qualified teachers. The context, instructional design constraints and decisions, and the theoretical framework behind the project are described and an evaluation of the project using the Community of Inquiry Framework is conducted to identify the strengths and weakness of the design and implementation of the blended course.
Abstract
Interaction is a necessary component of high-quality English language courses. When there is a lack of interaction, learners lack opportunities to test their language use and make adjustments necessary to improve. This is particularly difficult to accomplish in classes with large numbers of students. In an effort to address this problem, Sangmyung University’s Seoul campus piloted a large-scale one-on-one desktop/mobile videoconferencing blended learning project. 198 students in five sections of a general English course were assigned to participate in 10 videoconferenced sessions over half of a semester with qualified teachers. The context, instructional design constraints and decisions, and the theoretical framework behind the project are described and an evaluation of the project using the Community of Inquiry Framework is conducted to identify the strengths and weakness of the design and implementation of the blended course.
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