Online Discussion in a CALL Course for Distance Language Teachers

Son, Jeong-Bae

doi:10.1558/cj.v20i1.127-144

Cited by 18 publications

(2 citation statements)

References 22 publications

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“…Furthermore, discussion activities provide the best opportunities for collaborative distance learning in the virtual environment (Chou, 2001;Daradoumis & Marques, 2002). Learners post their responses and inspire further discussion; in this way, they are able to collaboratively manage learning, develop expertise, and construct knowledge (Lee & Gibson, 2003;Moore, 1989;Son, 2002).…”

Section: Learner-learner Interactionmentioning

confidence: 99%

Factors Affecting Student Satisfaction In Different Learning Deliveries

Chang¹

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This study addressed the relationship between student satisfaction and four interaction variables-student-content, student-instructor, student-student, and studenttechnology-in online, blended, and traditional learning settings. Demographics, previous experience with the Internet, and discussion-board applications were also investigated.There were 916 respondents, including 185 in online settings, 90 in blended settings, and 641 in traditional settings, to Strachota's (2002) Online Satisfaction Survey.Participants took the survey either in an on-site classroom (traditional learning) or through e-mail, website link, or the Blackboard course management system (online setting). Participants in the blended setting could choose between completing the survey on-site or online, but were asked to respond only once.Distance learners were less satisfied with their interactions with content, instructors, and other students than were traditional learners, but more satisfied with technology. Technology orientation sessions and more interactive online programs, such as leading discussions, participating in a learning community, and receiving timely and detailed feedback, should be developed for quality interaction and satisfaction with instructors and learners in a virtual environment. What learners' and instructors'perspectives are and what content is optimal for learner satisfaction should be studied further. Future research could also determine which populations or characteristics are associated with difficulty in using computer technology and which instructional substitutions could be made for future technology novices to improve their satisfaction and completion. Blended learning with well-designed content and orientations has proven to be a good solution for improving student satisfaction with interaction in virtual environments. More research on student satisfaction with interactive variables should be conducted to enhance retention and performance. i ACKNOWLEDGEMENTS I appreciate

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Section: Learner-learner Interactionmentioning

confidence: 99%

Factors Affecting Student Satisfaction In Different Learning Deliveries

Chang¹

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“…Previous studies have also looked at computer-mediated communication (CMC) in online discussions. For example, Son (2003) analyzed student-student interaction in an online discussion group and investigated students' perception of online discussion to evaluate the use of group-based CMC discussions in an online discussion group established for an applied linguistic course. The results showed that students' attitudes toward the CALL and CMC were positive, as they believed that such online discussion is a way of learning CALL and that CMC is a means of facilitating collaborative learning.…”

Section: Interactional Patterns In Online Call Coursesmentioning

confidence: 99%

Exploring global online course participants’ interactions: Value of high-level engagement

Jin¹,

Karatay²,

Bordbarjavidi³

et al. 2022

ReCALL

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Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although participants’ sustained engagement with ACMC is the target, global realities of participants interfere with their participation levels. This article investigates participants’ engagement profiles in asynchronous online discussions in an 8-week CALL-based global online course developed and implemented by a team at Iowa State University. Using a case study approach, nine focal participants’ engagement profiles have been analyzed in terms of identifying patterns of engagement in the discussion posts and their relation to the types of discussion prompts. Then, social network analysis (SNA) and thematic analysis were employed to investigate patterns of interaction among the participants in the replies. The results indicated that engagement patterns observed in discussion posts overall aligned with the primary goals of prompt types. SNA further identified two participants as social mediators to connect participants with each other. These findings are significant in that they suggest the effectiveness of using ACMC to promote co-construction of knowledge for a global audience. This article also provides implications regarding the design of discussion prompts to help maximize participant engagement with course content.

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Technology in English as a Foreign Language (EFL) Teaching

Son

2018

The TESOL Encyclopedia of English Language Teaching

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Technology is widely used in the context of teaching English as a foreign language (EFL), which usually refers to teaching English to non‐native speakers of English in regions where English is not commonly spoken. This paper briefly explores the use of computer technologies in teaching EFL with a quick overview of the development of computer‐assisted language learning (CALL) and a focus on three research areas: computer‐mediated communication (CMC), Web‐based language learning (WBLL), and mobile‐assisted language learning (MALL). It also discusses online tools for language teaching and considers implications for EFL teaching with digital technologies.

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Online Discussion in a CALL Course for Distance Language Teachers

Cited by 18 publications

References 22 publications

Factors Affecting Student Satisfaction In Different Learning Deliveries

Factors Affecting Student Satisfaction In Different Learning Deliveries

Exploring global online course participants’ interactions: Value of high-level engagement

Technology in English as a Foreign Language (EFL) Teaching

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