Search

This article investigates the concept of flipped learning in an online learning environment. It evaluates the case study of the award-winning flipped learning project carried out in the context of a beginners' level German module at The Open University, UK, during the academic year 2017/18. In particular, the article focuses on the similarities between distance teaching and the flipped classroom methodology, and possible complements. Based on the evaluation of the OU Flipping German project, the study also makes suggestions on how to implement elements of flipped learning in the provision of online teaching.

Although online tutorials are becoming commonplace for language teaching, very few studies to date have provided insights into learners' behaviours in synchronous online interactions from their own perspective. This study employs eyetracking technology to investigate ten learners' attention during synchronous online language learning in a multimodal environment. The participants were learners of Chinese as a Foreign Language at beginner's or lower-intermediate level. While learners took part in two different online activities, one focusing on reading, the other on interaction with others, their gaze focus was tracked, and in subsequent stimulated recall interviews the learners reflected on their engagement with the screen and their intentions while reading or speaking online. Our findings show that during reading tasks, when Pinyin transcriptions as well as Chinese characters were presented, all beginner and lower intermediate participants focused to some degree on the Pinyin. In the interactive task learners' gaze was drawn to elements of the screen that were not immediately necessary for technical or linguistic reasons but that could be interpreted as containing social presence information, e.g. names listed and emoticons employed by other users.

Speaking in Chinese is problematic for all learners, particularly for beginners and more so during online interaction. Despite the fact that interaction has been identified as crucial for the development of speaking skills, it can be hindered by students' lack of language competence or their anxiety. Teacher-centred practices in tutorials can further limit the opportunity for learners to speak. In an attempt to identify the best ways of supporting online speaking practice, this research explores the interaction patterns between the learners and teachers of Chinese during online synchronous tutorials. Five recordings of Beginners' online Chinese tutorials in small groups have been analysed using social network analysis. The fact that teaching content and tasks remain similar across all instances, allows the researchers to compare interaction patterns and to find the deciding factors in forming interaction patterns. All the following can play a role: language, skills level, task, and individual teacher style. The findings reveal common practices in the teaching of Chinese speaking skills; and can inform training for online language teachers, enhancing their ability to modify interaction patterns and scaffold students' speaking online.

This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage.

The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers' thoughts and actions during online tutorials. Taking a sociocultural perspective, this study explores the interplay between the attention focus of language teachers during synchronous online tutorials and their reflections on their own teaching practices. Eyetracking data show that patterns of attention focus on different areas of the screen (representing technical facilities, social interaction and content) are related to practitioners' experience in online teaching including familiarity with a particular platform. In particular, those with less online teaching experience display greater attention to technical areas than their more experienced colleagues. These findings are confirmed in the teachers' reflective interviews, stimulated by watching gazeplot videos of their online tutorials. Their reflections also yield deeper insight into reasons for particular actions. Thematic analysis was used to relate the reflections on teaching strategies to the levels of online teaching skills (Hampel and Stickler 2005, New skills for new classrooms: Training tutors to teach languages online. "Computer Assisted Language Learning" 18(4). 311-326). Our research has extended Bax's normalisation (2003, CALL--past, present and future. System 31(1). 13-28. doi: 10.1016/s0346-251x(02)00071-4) of the use of technology in face-to-face classroom learning into online learning environments. Mirroring the ontogenetic development of increasing digitalisation, teachers in online environments appropriate the skills necessary to free cognitive resources for attending to social and pedagogic aspects of their teaching.

With the increase of online language teaching the training needs of teachers have long been established and researched. However, the training needs of students have not yet been fully acknowledged. This paper focuses on learner training as preparation for language classes where online synchronous conferencing is used. It presents an action research cycle consisting of planning and conducting training sessions, analysing evaluative feedback, reflecting on changing needs, re-designing the provision and re-iterating the sessions. The research focuses on three iterations of the learner training conducted over a 21-month period, drawing on almost 500 completed student feedback responses. The findings show that students considered the training sessions helpful in establishing how online language classes operate and gaining confidence to participate actively. Specifically they benefited from using their L1 to practice techniques for projecting their social presence in an online communicative situation, compensating for the lack of features such as body language, non-verbal communication, and spatial impressions. As for their teachers, the research demonstrated a need to reflect on the terminology used to explain CMC tools. The article concludes with good-practice recommendations for the provision of learner training in online language classrooms. (Contains 7 figures, 3 tables, and 1 note.)

Over recent years, educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online, they may not have the necessary skills to do so successfully. Thus, a small-scale professional development programme was set up and piloted by two distance universities. The aims were to develop teachers' experience of online group work, to trial a set of pilot activities that would raise awareness of factors contributing to successful collaborative online activity, and to identify professional development needs in this area. This article reports on the hands-on experience of a group of 20 teachers, examines some of the competences that are needed to successfully collaborate in virtual environments, and presents the skills that teachers need to foster online collaborative learning in the virtual classroom. Quantitative and qualitative data were collected, examining the levels of participation among participants, the collaborative activity of two groups, and teachers' perception of the collaboration that took place. The skills identified include planning and managing the collaboration, designing appropriate activities, giving clear instructions and getting students to negotiate ground rules for participation, moderating at the right level, and choosing the right environment and the appropriate tool(s). While this study was carried out with language teachers, many of the findings are applicable to other subject areas where growing emphasis is placed on the development of collaborative skills.

The seminar took place at The Open University, Milton Keynes, United Kingdom, 12-13 June 2015. The objectives of this seminar were to explore the use of eyetracking in advancing online language education, and to provide a platform for the exchange of ideas across disciplines (language, education, and computing). The overarching aim was to lay the foundations for a network to support future eyetracking research collaboration on the practical, methodological and theoretical level.

This case study focuses on two learners who took part in an intensive online German course offered to intermediate level students in the Department of Languages of the Open University. The course piloted the use of a Moodle-based virtual learning environment and a range of new online tools which lend themselves to different types of language learning activities (e.g., wikis for collaboration and blogs for reflective learning). The study shows that an online language course can combine different approaches to learning and teaching, such as using language communicatively and focusing on form and language practice. It also illustrates the link between students' choice of tools and their learning preferences (focus on form or communication; preference for written or spoken language). (Contains 10 figures and 3 notes.)

While interaction in online language learning in the area of written computer-mediated communication is well researched, studies focusing on interaction in synchronous online audio environments remain scarce. For this reason, this paper seeks to map the nature and level of interpersonal interaction in both online and the face-to-face language tutorials used at the Open University, UK. A coding system for mapping interaction against the tenets of SLA is proposed and applied to sample tutorials. Initial analyses of data reveal differences with regards to the level of student participation, the use of the target language (L2) and the degree of tutor control and focus. (Contains 2 tables and 8 figures.)

In 2003-04 the Open University offered its first German beginners' course with a dual tuition strand: tutorials were delivered either face-to-face or online using synchronous, audio-graphic, Internet-based conferencing software. For the new online tutors, a special training programme was designed and delivered. We evaluated the benefits of our training through a brief questionnaire and in-depth interviews with selected participants. The outcomes are two-fold: proof of the necessity of pedagogical training for tutors who work in a new and fast-moving field, and some recommendations for best practice in training tutors for online tuition. (Contains 1 figure and 3 tables.)