Developing e-learning content to raise global awareness in a seminar style course

Entzinger, Jorg Onno; Morimura, Kumiko; Suzuki, Shinji

doi:10.1109/ipcc.2011.6087191

Cited by 3 publications

(9 citation statements)

References 4 publications

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“…For example, Taillefer and Munoz‐Luna () reported on a Skype‐mate program based on social constructivist principles but provided only anecdotal evidence that the program boosted learners' abilities. This was also true in the Entzinger et al () study. While Yang and Chang () did assess student learning, they did not find statistically significant differences in learners' foreign language abilities prior to and after using technology to communicate with a language partner.…”

Section: Review Of the Literaturesupporting

confidence: 64%

“…Fortunately, new technologies, particularly computer‐mediated communication systems, have made applying social constructivist methodology to foreign language learning much more feasible (e.g., Entzinger, Morimura, & Suzuki, ; Taillefer & Munoz‐Luna, ; Tian & Wang, ; Yang, Gamble, & Tang, ), and a number of studies have investigated the use of video‐synchronous computer‐mediated communication and/or voice‐over instant messaging tools such as Skype to facilitate foreign language learning using a variety of materials and research methods.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…While most studies of the use of video‐synchronous computer‐mediated communication to support and enhance foreign language learning rely on the principles of social constructivism (e.g., Taillefer & Munoz‐Luna, ; Yang et al, ), some previous studies did not address the way in which interactions were being made meaningful (e.g., Entzinger et al, ) while other studies controlled the interactions between learners and their conversation partners by engaging them in role‐playing, thus inhibiting the opportunity for uninhibited practice, independent control of the propositional content, and the amount of exposure to extending utterances (e.g., Yang et al, ). In addition, some studies did not specifically report on the partners with whom the learners were interacting (e.g., Yang et al, ), focusing solely on learners and making it difficult to gauge the quality of input students received.…”

Section: Review Of the Literaturementioning

confidence: 99%

See 2 more Smart Citations

Mutually Beneficial Foreign Language Learning: Creating Meaningful Interactions Through Video‐Synchronous Computer‐Mediated Communication

Kato

Spring

Mori

2016

Foreign Language Annals

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Providing learners of a foreign language with meaningful opportunities for interactions, specifically with native speakers, is especially challenging for instructors. One way to overcome this obstacle is through video‐synchronous computer‐mediated communication tools such as Skype software. This study reports quantitative and qualitative data from a Skype partner program that emphasized meaningful communication between American students learning Japanese in the United States and Japanese students learning English in Japan. Analysis of pre‐ and posttests showed significant improvement in the listening and speaking abilities of the Japanese participants and in the speaking abilities of the American participants.

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Section: Review Of the Literaturesupporting

confidence: 64%

Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Mutually Beneficial Foreign Language Learning: Creating Meaningful Interactions Through Video‐Synchronous Computer‐Mediated Communication

Kato

Spring

Mori

2016

Foreign Language Annals

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“…Literature (e.g. Hamstra et al, 2011;Entzinger et al, 2011) from contemporary and more mature disciplines have also suggested and supported their views on the ways seminars are conducted. For example, Hamstra et al (2011) suggested integrating technologies such as webinar and blogging together in a chemistry seminar.…”

Section: Discussionmentioning

confidence: 96%

“…The findings indicated that recorded interactive seminars with follow-up discussions are also an effective and acceptable method of distance learning. Entzinger et al (2011) found that mix of students from different years is very effective to develop discussions that widen everyone's views, and that this can help faculty to find out what knowledge students feel they miss and how they like to be taught. This will result in more accurate and useful design and development of coursework.…”

Section: Literature Reviewmentioning

confidence: 99%

Use of seminars for teaching and learning in higher education: recommendations for business and management teaching

Rana

Dwivedi

Alkhowaiter

2017

IJBEX

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This research is aimed to perform a comprehensive literature review of articles on the use of seminars for teaching and learning in the higher education. The review was performed using 68 relevant studies on seminars in the teaching and learning across various disciplines. The review first considered articles on the higher education, business and management and other very close disciplines including social science and engineering. We then performed the synthesis and discussions of the facts emerging from these studies to answer some of the relevant questions including why seminars are used, how they are conducted, how they are beneficial to participants and academic institutions, and challenges associated to conducting them. Based on the endorsements from the extant literature from business and management and other contemporary disciplines, we also provide recommendations for using it in the business and management discipline.

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Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions

Kato

Spring²,

Mori

2020

Language Teaching Research

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This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups of students had improved their mean length of utterance in their target language, a strong indicator of increased speaking ability. Furthermore, qualitative analysis showed their motivation levels increased as compared to previous similar programs. Although the majority of the students were interested in creating a homepage, there were some technical problems with the homepage creation software.

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Developing e-learning content to raise global awareness in a seminar style course

Cited by 3 publications

References 4 publications

Mutually Beneficial Foreign Language Learning: Creating Meaningful Interactions Through Video‐Synchronous Computer‐Mediated Communication

Mutually Beneficial Foreign Language Learning: Creating Meaningful Interactions Through Video‐Synchronous Computer‐Mediated Communication

Use of seminars for teaching and learning in higher education: recommendations for business and management teaching

Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions

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