e-learning in EFL

e-courses

• Self-paced courses taken by an individual language learner

without interaction with a teacher or other learners.

• They lead language learners individually through structured

sequences of learning experiences chosen to accomplish specific

learning objectives.

• They work well for language learners who prefer to learn by

themselves or for educating many people to a uniformly high

standard of performance (e.g. professional training).

• They require a moderate level of self-motivation and technical

skill.

e-training courses

off-shelf, customized, pre-packaged, pre-loaded language

content

• courseware is the course

• no use of collaborative or communication tools (forums, chat,

Instant Messaging, blogs, wikis)

• self-directed (i.e. no facilitation)

• Use of the Internet

• Use of a Learner Management System (LMS)

(e.g. e-class, Blackboard, Moodle)

distance education courses (og online learning )

remote delivery, and supported (i.e., facilitated)

• purpose-designed materials, pre-packaged, pre-loaded content

• use of a Learner Management System (LMS)

(e.g. e-class, Blackboard, Moodle)

• team development of content and methodology

• some use of collaborative (student presentation spaces, wikis,

blogs) and communication tools (forums, chat, Instant

Messaging)

This form of remote e-learning delivery can be effective for university

subjects (e.g. humanities) that are language based. Needs to be skillfully

and closely facilitated to secure good retention and completion rates

MOOCs

Massive Open Online Courses

large scale (from hundreds to thousands of students attending)

• anyone can enrol

• content is free;

instruction often free or

minimal cost; successful

participants pay for

qualification/certification

2 types of MOOCs

TYPE 1

• pre-recorded lectures

• preset assessment (usually quizzes)

• participants free to work alone

TYPE 2

• regular live webinars that can be retrieved later as recordings

• participants self-organise into learning networks

• emphasis on peers learning from each other

• extensive use of social media (esp. Twitter- via hashtags,

blogs,podcasts)

blended learning

The term was originally used to describe courses which

tried to combine face-to-face (f2f) and online learning.

• Today several combinations are referred to as blended

learning: e.g., combining different technologies, learning

experiences or locations of the learning events.

• Research findings: blended courses produce a stronger sense

of community among students than either traditional or fully

online courses (Rovai and Jordan, 2004).

• Also, blended approaches can encourage participants to make

better use of face-to-face contact in the knowledge that

preparations and follow up can be conducted online.

involved technologies

student-centered

teacher led instructions: face to face sessions / interactive

web-based assessment: feedback / reflection/outcomes

computer mediated instructions: digital / visual / e-learning

printed instructions: traditional study material

type 1: supporting f2f

Perhaps the simplest model of e-learning, this type of

blending aims primarily at supporting face-to-face learning.

• Aim: to enhance face to face learning

• It is teacher guided

• The EFL teacher as author

• Language lessons are supplemented by web content and

email or other e-communication

• It may or may not use a Learning Management System (LMS)

(e.g. e-class, Blackboard, Moodle)

type 2: a blended course 

A combination of f2f and online learning

• It is teacher guided

• The EFL teacher as author

• Language lessons are supplemented by web content and

email or other e-communication

• It uses a Learning Management System (LMS) (e.g. e-class,

Blackboard, Moodle)

• Content is progressively added to LMS

• some collaboration and communication tools (e.g. discussion

forum, wiki, blog, Facebook, etc)

• Some emphasis on learning community, reflective and

knowledge-based learning

features

Learners and teachers have some ongoing learning and

collaboration online outside of class time.

• It can be successfully applied by all programs where learners

are supported and taught how to operate in the online

component of the course.

type 3: the flipped classroom

“Inverting the classroom means that events that have

traditionally taken place inside the classroom now take place

outside the classroom and vice versa (Lage et al, 2000, 32)

HOME: with teacher-created videos and interactive

lessons, instruction that used to occur in class is

now accessed at home, in advance of class

CLASS: becomes the place to work through problems,

advance concepts, and engage in collaborative

learning

OR

An e-learning model that

consists of two parts:

• Direct computer-based

individual instruction

outside the classroom, and

• Interactive group learning

activities inside the

classroom

combines learning theories

“represents a unique combination of learning theories once

thought to be incompatible—active, problem-based learning

activities founded upon a constructivist ideology and

instructional lectures derived from direct instruction methods

founded upon behaviourist principles”.

virtual classrooms 

online classes structured like a classroom course with

reading assignments, presentations, discussions via forums and

other social media. They include synchronous online meetings.

• They structure learning on the model of a physical classroom.

Learners in different physical locations connect through an online

meeting tool. An instructor may lecture, make assignments,

initiate discussions among learners

• They are good for learners who like the classroom model and for

novice ones who need the motivation provided by the teacher.

• They work well to teach the same subjects as in the classroom.

• They require an experienced teacher familiar with the subject and

a virtual classroom system or at least an online meeting tool.

features

live distance delivery

• trainer presented

• live materials, PowerPoint

• uses web conferencing

• collaborative team learning

• communities of practice, enterprises (situated learning)

• sessions can be recorded and archived

This kind of e-learning event is typical of professional development

(e.g. with language teachers) who have a common interest,

sophisticated web-conferencing skills, and a willingness to collaborate.

simulations

Learning by performing simulated activities that require

exploration and lead to discoveries.

• These can be:

• Stand alone simulations independent of other instructional

materials

• Simulations embedded in a program of instruction

It has been found that learners learn more from simulation games

that are embedded in a program of instruction.

3D virtual world

You are going to watch a video which discusses the

educational potential of Second Life, a well known 3D virtual

world. After watching the video consider its potential for the

foreign language classroom in particular.

mobile-learning

Learning aided by mobile devices (e.g. smart phones,

tablet devices).

• Mobile learners participate in conventional classroom

courses, standalone e-learning courses and activities where

they learn by interacting with objects and people.

definitions of mobile learning

Mobile Learning is any sort of learning that happens when the

learner is not at a fixed predetermined location,- learning

opportunities offered by mobile technologies (O’Malley et al.,

2003).

• The exploitation of ubiquitous handheld hardware, wireless

networking and mobile telephony to enhance and extend the

reach of teaching and learning (MoLeNet, 2007).

• Learning which requires the use mobile devices which are

personal, easy to use and which people can carry everywhere

with them (Taxler, 2009).

• Caballe, Xhafa, and Barolli (2010) considered mobile learning

as the next phase of online learning with the exception of it

being on a mobile device.

Mobile Assisted Language Learning (MALL)

mobile devices

can support learning processes such as listening,

observing, imitating, questioning, reflecting, trying,

estimating, predicting, speculating, and practicing

MALL uses, devices, applications

find info: phones, tablets

QR codes: phones, tablets, idevices

take notes: Evernote, google docs, cameras

read: Kindle, idevices, phones

communicate: SMS, phones, classparrot

planners: google calendar

collaboration: Google docs, slideshare

create: animoto, voicethread, moviemaker

pros and cons

+anytime. anywhere

+flexible

+appealing

+convenience

+expanding

+mobiles widespread

+laptops favoured by students

-bandwidth

-uptake

-theft

-cost

-technical support

-breakage

-always on

-distractions

ubiquitous learning

Ubiquitous learning is based on ubiquitous technology. normally associated with a large number of small electronic

devices (small computers) which have computation and

communication capabilities such as smart mobile phones,

contactless smart cards, handheld terminals, sensor network

nodes, etc. which are being used in our daily life

u-learning and EFL

A Ubiquitous Learning Environment enables EFL learners

to use multiple devices to access and search for knowledge

and information while developing their search skills.

• It creates a safe environment in which interaction is “free of

stress” and allows learners to interact with each other and with

instructors.

• It prepares learners for “real life”

• Teachers choose and create ESL/EFL learning materials to make

the learning process more effective: visuals (photos, drawings,

flash cards), audios, videos, overheads, and PowerPoint

presentations.

social learning

Learning through interaction with a community of

experts and other learners. It relies on social network media

such as online discussions, blogging and text messaging.

• Learners may ask their networks of friends, experts and other

learners of any questions they may have. Answers are not

limited to short text answers and may include ongoing

conversations

• It works well for learners who are more social than solitary,

who understand the principles to interact productively, who

have the self-discipline to keep conversations focused and who

question rather than blindly accept new information.