An Investigation into Reported Differences between Online Foreign Language Instruction and Other Subject Areas in a Virtual School

Autor/inn/en	Oliver, Kevin; Kellogg, Shaun; Patel, Ruchi
Titel	An Investigation into Reported Differences between Online Foreign Language Instruction and Other Subject Areas in a Virtual School
Quelle	In: CALICO Journal, 29 (2012) 2, S.269-296 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Second Languages; Online Courses; Second Language Learning; Cooperation; Second Language Instruction; Barriers; Oral Language; Negative Attitudes; Secondary School Teachers; Course Evaluation; High School Students; Virtual Classrooms; Web Based Instruction; Distance Education; Instructional Design; Comparative Analysis; Mixed Methods Research; Student Surveys; Student Attitudes; Teacher Surveys; Teacher Attitudes; Instructional Effectiveness; North Carolina + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Online course; Online-Kurs; Zweitsprachenerwerb; Co-operation; Kooperation; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Negative Fixierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Web Based Training; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerbefragung; Schülerverhalten; Lehrerverhalten; Unterrichtserfolg
Abstract	High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that lower student perceptions of online foreign language courses might be improved by modifying specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs. (Contains 6 tables.) (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10