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Design and Management of the Virtual Learning Environment for Foreign Language Instruction in Adult Learner Groups

by Robert Oliwa (Author)
Monographs 324 Pages

Summary

The progress of ubiquitous information technologies has led to the arrival of entirely new environments where interaction amongst its users takes place. The means of communication, learning environments and methods of enhancing students’ competence have changed in both academic and professional settings. The book aims to investigate if the implementation of a virtual learning environment into regular foreign language instruction, as an augmentation of the regular classroom practice, has an impact on adult learners’ speaking (productive skills), listening (receptive skills) and grammatical competence. However, what was meant as a localised study became the new normal and a global reality as the coronavirus impacted all aspects of education.

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • CONTENTS
  • List of abbreviations
  • Introduction
  • Chapter one: Materials development and instructional design
  • 1.1 Traditional approach to materials development
  • 1.2 Modern perspective on materials development
  • 1.3 Instructional theory vs. learning theories
  • 1.4 Materials development vs. instructional design
  • 1.5 Major language teaching methodologies and materials development
  • 1.6 Instructional design models
  • 1.6.1 ADDIE Model
  • 1.6.2 Dick and Carey Model
  • 1.6.3 Cognitive Load Theory Model
  • 1.6.4 R2D2 Model
  • 1.6.5 Morrison, Ross and Kemp Model
  • 1.6.6 ASSURE Model
  • Summary
  • Chapter two: Virtual learning environments
  • 2.1 Theory of virtual language learning
  • 2.2 Implementation of virtual technologies in foreign language teaching
  • 2.3 Computer-based instruction
  • 2.4 Management of instructional content
  • 2.5 Learning management systems and their variations
  • 2.6 Another dimension of online learning
  • 2.7 Development of virtual learning systems
  • 2.8 Current state of research in the field
  • 2.8.1 Review of educational research on virtual environments
  • 2.8.2 Survey of Schools: ICT in education
  • 2.8.3 The Knowledge Map: innovative classroom practices
  • 2.8.4 Study Report: virtual learning platforms
  • 2.8.5 TSER-IVETTE Report
  • 2.8.6 OpenLearn Research
  • 2.8.7 NEPC Report – virtual schools in the US
  • 2.8.8 Florida Virtual School
  • 2.8.9 Virtual initiatives in Polish tertiary education
  • 2.9 Analysis of four selected virtual environments
  • Summary
  • Chapter three: Design and research into the proposed virtual model for foreign language instruction in adult learner groups
  • 3.1 Aim of the research
  • 3.2 Research problem
  • 3.3 Structure of the proposed INDUCER model
  • 3.3.1 Identify
  • 3.3.2 Name
  • 3.3.3 Develop
  • 3.3.4 Use
  • 3.3.5 Conduct
  • 3.3.6 Evaluate
  • 3.3.7 Retain
  • 3.4 Research participants
  • 3.4.1 Definition
  • 3.4.2 Characteristics of the two groups
  • 3.5 Design
  • 3.6 Procedures and tools of data collection
  • 3.6.1 Document analysis
  • 3.6.2 Interview
  • 3.6.3 Tests
  • 3.6.4 Discourse analysis
  • 3.6.5 Surveys
  • 3.6.6 Observation
  • 3.6.7 Virtual ethnography
  • 3.6.8 Case study
  • 3.6.9 Use stage
  • 3.7 Results and findings
  • 3.7.1 Identify stage
  • 3.7.1.1 Document analysis
  • 3.7.1.2 IT environment analysis
  • 3.7.1.3 Language competence test
  • 3.7.1.4 Online surveys
  • 3.7.1.5 Foreign language needs interview
  • 3.7.2 Name and Develop stages
  • 3.7.3 Use stage
  • 3.7.3.1 Virtual ethnography
  • 3.7.3.2 Discourse analysis
  • 3.7.3.3 Interview – discussion of the results
  • 3.7.4 Conduct stage
  • 3.7.4.1 Progress tests and tasks
  • 3.7.4.2 Observation
  • 3.7.4.3 Virtual ethnography
  • 3.7.5 Evaluate stage
  • 3.7.5.1 Group interviews
  • 3.7.5.2 Multiple-case studies
  • 3.8 Discussion
  • Conclusions
  • The proposed instructional model
  • The virtual learning environment
  • List of appendices
  • List of figures
  • List of tables
  • References
  • Internet sources
  • Other sources
  • Index
  • Series index

About the author

The Author
Robert Oliwa is a language teacher, teacher trainer and researcher whose areas of scientific and professional interests include content and language integrated learning, foreign language teaching methodology, English for specific purposes, computer-assisted teaching and translation.

About the book

Robert Oliwa

Design and management of the virtual
learning environment for foreign
language instruction in adult learner groups

The progress of ubiquitous information technologies has led to the arrival of entirely new environments where interaction amongst its users takes place. The means of communication, learning environments and methods of enhancing students’ competence have changed in both academic and professional settings. The book aims to investigate if the implementation of a virtual learning environment into regular foreign language instruction, as an augmentation of the regular classroom practice, has an impact on adult learners’ speaking (productive skills), listening (receptive skills) and grammatical competence. However, what was meant as a localised study became the new normal and a global reality as the coronavirus impacted all aspects of education.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

CONTENTS

List of abbreviations

Introduction

Chapter one: Materials development and instructional design

1.1 Traditional approach to materials development

1.2 Modern perspective on materials development

1.3 Instructional theory vs. learning theories

1.4 Materials development vs. instructional design

1.5 Major language teaching methodologies and materials development

1.6 Instructional design models

1.6.1 ADDIE Model

1.6.2 Dick and Carey Model

1.6.3 Cognitive Load Theory Model

1.6.4 R2D2 Model

1.6.5 Morrison, Ross and Kemp Model

1.6.6 ASSURE Model

Summary

Chapter two: Virtual learning environments

2.1 Theory of virtual language learning

2.2 Implementation of virtual technologies in foreign language teaching

2.3 Computer-based instruction

2.4 Management of instructional content

2.5 Learning management systems and their variations

2.6 Another dimension of online learning

2.7 Development of virtual learning systems

2.8 Current state of research in the field

2.8.1 Review of educational research on virtual environments

2.8.2 Survey of Schools: ICT in education

2.8.3 The Knowledge Map: innovative classroom practices

2.8.4 Study Report: virtual learning platforms

2.8.5 TSER-IVETTE Report

2.8.6 OpenLearn Research

2.8.7 NEPC Report – virtual schools in the US

2.8.8 Florida Virtual School

2.8.9 Virtual initiatives in Polish tertiary education

2.9 Analysis of four selected virtual environments

Summary

Chapter three: Design and research into the proposed virtual model for foreign language instruction in adult learner groups

3.1 Aim of the research

3.2 Research problem

3.3 Structure of the proposed INDUCER model

3.3.1 Identify

3.3.2 Name

3.3.3 Develop

3.3.4 Use

3.3.5 Conduct

3.3.6 Evaluate

3.3.7 Retain

3.4 Research participants

3.4.1 Definition

3.4.2 Characteristics of the two groups

3.5 Design

3.6 Procedures and tools of data collection

3.6.1 Document analysis

3.6.2 Interview

3.6.3 Tests

3.6.4 Discourse analysis

3.6.5 Surveys

3.6.6 Observation

3.6.7 Virtual ethnography

3.6.8 Case study

3.6.9 Use stage

3.7 Results and findings

3.7.1 Identify stage

3.7.1.1 Document analysis

3.7.1.2 IT environment analysis

3.7.1.3 Language competence test

3.7.1.4 Online surveys

3.7.1.5 Foreign language needs interview

3.7.2 Name and Develop stages

3.7.3 Use stage

3.7.3.1 Virtual ethnography

3.7.3.2 Discourse analysis

3.7.3.3 Interview – discussion of the results

3.7.4 Conduct stage

3.7.4.1 Progress tests and tasks

3.7.4.2 Observation

3.7.4.3 Virtual ethnography

3.7.5 Evaluate stage

3.7.5.1 Group interviews

3.7.5.2 Multiple-case studies

3.8 Discussion

Conclusions

The proposed instructional model

The virtual learning environment

List of appendices

Appendix 1: Sample task – experimental group

Appendix 2: Sample task – control group

Appendix 3: Canvasquest – VLE webquest

Appendix 4: Speaking evaluation rubric

Appendix 5: Use stage discourse analysis – transcript

List of figures

List of tables

References

Internet sources

Other sources

Index

←10 | 11→

List of abbreviations

ADDIE

Analyse, Design, Develop, Instruct, Evaluate

ASSURE

Analyse, State, Select, Utilise, Require, Evaluate

AYP

Adequate Yearly Progress

BOOC

Big Open Online Course

CAI

Computer Assisted Instruction

CAL

Computer Assisted Learning

CALL

Computer Assisted Language Learning

CBI

Computer Based Instruction

CCMS

Component Content Management System

CEFR

Details

Pages
324
ISBN (PDF)
9783631837184
ISBN (ePUB)
9783631837191
ISBN (MOBI)
9783631837207
ISBN (Hardcover)
9783631828106
Language
English
Publication date
2020 (September)
Tags
istruction model computer-based management systems online research study
Published
Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 324 pp., 45 fig. b/w, 14 tables.

Biographical notes

Robert Oliwa (Author)

Robert Oliwa is a language teacher, teacher trainer and researcher whose areas of scientific and professional interests include content and language integrated learning, foreign language teaching methodology, English for specific purposes, computer-assisted teaching and translation.

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Title: Design and Management of the Virtual Learning Environment for Foreign Language Instruction in Adult Learner Groups