Using learning analytics to understand the learning design patterns of K12 synchronous language teaching.

The global expansion of online language courses is on the rise, offering greater flexibility in the approaches to learning design. This study delves into the exploration of the fundamental learning design patterns within a K-12 synchronous language course. Leveraging a rich array of textual data, including syllabi, textbooks, course outlines, student behavior data, and recorded online instructional videos, network analysis and discourse analysis were employed. Results spotlighted the pivotal role of “dialogue” in connecting various learning activities. Furthermore, the study underscores the significance of language usage over strict adherence to grammatical rules and phonetic pronunciation. Additionally, technology has transcended its conventional role as a mere tool for reinforcing teacher authority, but it has evolved into an environment where instructors regain face-to-face authority, thereby influencing semi-recursive interactions among learners throughout the course. These findings highlight the importance of dialogue and language use in online language instruction, as well as emphasize the transformative potential of technology in reshaping teacher-student interactions. [ABSTRACT FROM AUTHOR]