Abstract:What personality factors make for a successful hybrid L2 learning experience? While previous studies have examined online learning in comparative terms (i.e. Which format is better: in class or hybrid?), this study examines certain personality and cognitive factors that might define the ideal hybrid language learner. All informants studied introductory Spanish with multimedia materials supported by synchronous chat (video, voice, text). Personality and cognitive traits were probed using the Big Five Inventory … Show more
“…Being able to record a conversation multiple times or rehearse and stage a role-play and send the best version to the instructor allowed the shyer and weaker of my students to feel in charge of their oral abilities. This seems to confirm Arispe and Blake's (2012) findings that low-verbal learners profit from hybrid instruction because they need more time for individual language study and practice, enjoy control over the pace of their learning, and are simply too "overwhelmed by fast-talking native or near-native instructors who are trying to model real-life speech" (p. 459). Such students do well online where the pace of practice is under their control and where they can practice a task until it conforms to instructor expectations.…”
Section: Curriculum and Delivery Formatsupporting
confidence: 64%
“…It has become accepted wisdom that hybrid instruction is not suitable for every student (Goertler et al, 2012;Arispe & Blake, 2012;Lin, 2009;Blake et al, 2008;Winke et al 2010). The format is best suited for independent and conscientious learners (Arispe & Blake 2012) and requires a level of technology that many of today's students do not yet possess despite their familiarity with Facebook and Twitter (Goertler et al, 2012). It has also been shown that students choose courses for convenience and flexibility, and might chose a hybrid course under the mistaken impression that it is less work (Blake et al, 2008).…”
Section: Managing Student Expectationsmentioning
confidence: 99%
“…2 In addition, students often select a hybrid course for reasons of convenience and flexibility rather than a good understanding of what hybrid courses involve in terms of time commitment and workload (El Mansour & Mupinga, 2007;Lin, 2009;Goertler et al, 2012). Indeed, in their evaluation of personal traits that would make students successful in hybrid courses, Arispe and Blake (2012) identified conscientiousness as the one and only trait that had statistical significance and concluded that the online learning environment is not suited for every student. Instructors, in turn, do not understand that their traditional F2F courses need to be pared down for hybrid instruction rather than expanded.…”
Yet despite the continuing problem of scaling these internet-based teaching and learning models, technology-based innovation is here to stay and education will need to think of itself within the context of new delivery modalities. Among these are hybrid courses that combine traditional face-to-face (F2F) teaching with online instruction-often called "the best of both worlds" (Seaman & Allen, 2010). Educators and administrators alike are turning toward these new delivery modalities and are weighing carefully whether online and hybrid teaching can work successfully for the foreign language classroom. Will this model respond to the imperatives of cost (overflowing Spanish classes, shrinking German classes) and student demand for flexibility (anytime, anywhere)? Some even argue that hybrid instruction is "quickly becoming an essential alternative in many FL programs" (Rubio & Thoms, 2014, p. 1).The outcomes of the course described here, a fourth-semester German language course, are of interest because mine are the experiences of a fairly average mid-career faculty member trained mostly in literary studies. The German program at the University of Utah is typical in many ways: We are a small language program within a large multi-sectional department. The three full-time tenure-track faculty teaching in German are the ones left after the crisis of 2008 when older colleagues retired and the vacant German positions either went unfilled or were absorbed into growing language fields. 1 Our problems are fairly typical, too. We are losing students at all levels, have revised the curriculum several times in order to attract more students to our courses, and struggle to overcome the language-literature divide described in the 2007 MLA report. Our curriculum is divided between a required four-semester, language-based, lower-level sequence taught by a dedicated lecturer and several adjunct teachers and culture-based upper-level major and minor courses taught by tenure-track faculty, with some overlap on an individual basis. Although instructors and tenure-track faculty alike take great care to stay abreast of new developments in teaching, it has been many years since faculty members have taken a course in pedagogy. At stake in our experimenting with hybrid course delivery was therefore the question of whether implementing hybrid courses can be done by the average mid-career faculty member trained in the delivery of traditional F2F language courses. By focusing on the experiences of the faculty instructor, I am not disputing the pedagogical impera-211 1 The German section has four full-time tenure-track faculty members, with one faculty serving in an administrative capacity. The tenure-track faculty is supported by one full-time lecturer and a small cadre of dedicated adjuncts.
“…Being able to record a conversation multiple times or rehearse and stage a role-play and send the best version to the instructor allowed the shyer and weaker of my students to feel in charge of their oral abilities. This seems to confirm Arispe and Blake's (2012) findings that low-verbal learners profit from hybrid instruction because they need more time for individual language study and practice, enjoy control over the pace of their learning, and are simply too "overwhelmed by fast-talking native or near-native instructors who are trying to model real-life speech" (p. 459). Such students do well online where the pace of practice is under their control and where they can practice a task until it conforms to instructor expectations.…”
Section: Curriculum and Delivery Formatsupporting
confidence: 64%
“…It has become accepted wisdom that hybrid instruction is not suitable for every student (Goertler et al, 2012;Arispe & Blake, 2012;Lin, 2009;Blake et al, 2008;Winke et al 2010). The format is best suited for independent and conscientious learners (Arispe & Blake 2012) and requires a level of technology that many of today's students do not yet possess despite their familiarity with Facebook and Twitter (Goertler et al, 2012). It has also been shown that students choose courses for convenience and flexibility, and might chose a hybrid course under the mistaken impression that it is less work (Blake et al, 2008).…”
Section: Managing Student Expectationsmentioning
confidence: 99%
“…2 In addition, students often select a hybrid course for reasons of convenience and flexibility rather than a good understanding of what hybrid courses involve in terms of time commitment and workload (El Mansour & Mupinga, 2007;Lin, 2009;Goertler et al, 2012). Indeed, in their evaluation of personal traits that would make students successful in hybrid courses, Arispe and Blake (2012) identified conscientiousness as the one and only trait that had statistical significance and concluded that the online learning environment is not suited for every student. Instructors, in turn, do not understand that their traditional F2F courses need to be pared down for hybrid instruction rather than expanded.…”
Yet despite the continuing problem of scaling these internet-based teaching and learning models, technology-based innovation is here to stay and education will need to think of itself within the context of new delivery modalities. Among these are hybrid courses that combine traditional face-to-face (F2F) teaching with online instruction-often called "the best of both worlds" (Seaman & Allen, 2010). Educators and administrators alike are turning toward these new delivery modalities and are weighing carefully whether online and hybrid teaching can work successfully for the foreign language classroom. Will this model respond to the imperatives of cost (overflowing Spanish classes, shrinking German classes) and student demand for flexibility (anytime, anywhere)? Some even argue that hybrid instruction is "quickly becoming an essential alternative in many FL programs" (Rubio & Thoms, 2014, p. 1).The outcomes of the course described here, a fourth-semester German language course, are of interest because mine are the experiences of a fairly average mid-career faculty member trained mostly in literary studies. The German program at the University of Utah is typical in many ways: We are a small language program within a large multi-sectional department. The three full-time tenure-track faculty teaching in German are the ones left after the crisis of 2008 when older colleagues retired and the vacant German positions either went unfilled or were absorbed into growing language fields. 1 Our problems are fairly typical, too. We are losing students at all levels, have revised the curriculum several times in order to attract more students to our courses, and struggle to overcome the language-literature divide described in the 2007 MLA report. Our curriculum is divided between a required four-semester, language-based, lower-level sequence taught by a dedicated lecturer and several adjunct teachers and culture-based upper-level major and minor courses taught by tenure-track faculty, with some overlap on an individual basis. Although instructors and tenure-track faculty alike take great care to stay abreast of new developments in teaching, it has been many years since faculty members have taken a course in pedagogy. At stake in our experimenting with hybrid course delivery was therefore the question of whether implementing hybrid courses can be done by the average mid-career faculty member trained in the delivery of traditional F2F language courses. By focusing on the experiences of the faculty instructor, I am not disputing the pedagogical impera-211 1 The German section has four full-time tenure-track faculty members, with one faculty serving in an administrative capacity. The tenure-track faculty is supported by one full-time lecturer and a small cadre of dedicated adjuncts.
“…Nurses in the CG had higher performance according to the association of age and the training time, considereing <30 years of age statistically significant (p 0.03), and training time lower than three years (p 0.01), inferring that DL courses may not be the best option for recent college graduates, especially when knowledge in the area is incipient or there is a lack in autonomous learning, since this characteristic determines the outcome of the learning process [13].…”
Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.
“…; Scida and Saury ; Blake and Delforge ; Blake, Wilson, Cetto, and Pardo‐Ballester ). Arispe and Blake () have noted that language learning online is often limited to beginner‐level learners, and thus a gap exists in the existing literature on this topic. Blake and Delforge () also discuss the need for further research examining language courses that are conducted fully online.…”
Studies on the effectiveness of online language teaching have generally centered on basic or intermediate language courses. The present study examines the effectiveness of an advanced-level online Spanish grammar course. Two sections of the course are compared: one is offered face-to-face, and the other is offered fully online. The goals are both to measure students' achievement in the two sections, and to better understand specific challenges faced by online teaching. The study shows that there was significant improvement (learning) in the online section, and that learning is indeed comparable to that shown in the face-to-face section. However, we identify and discuss one specific challenge faced by an online format: the different nature of the interaction between the learner and the learning environment.Keywords: advanced-level foreign language learning, second language acquisition, computer assisted language learning, Spanish learning, online language learning Los estudios sobre la enseñanza de lenguas en línea generalmente se han enfocado en cursos de nivel básico o intermedio. El presente trabajo examina la efectividad de un curso avanzado de gramática española. Se comparan dos secciones del mismo curso: una ofrecida en línea y la otra presencial. El objetivo es medir el rendimiento de los estudiantes y entender mejor factores específicos que pueden afectar su aprendizaje en línea. El estudio muestra que hay un aprendizaje significativo en la sección en línea, y que el aprendizaje es comparable al experimentado por los estudiantes en la sección presencial. Identificamos también un reto específico que enfrentan los estudiantes en línea: la diferente naturaleza de la interacción entre el estudiante y su entorno de aprendizaje.Palabras clave: aprendizaje de una segunda lengua a nivel avanzado, adquisición de una segunda lengua, aprendizaje de lenguas asistido por ordenador, aprendizaje del español, aprendizaje de lenguas en línea
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.