ASYNCHRONOUS ONLINE FOREIGN LANGUAGE

ASYNCHRONOUS ONLINE FOREIGN LANGUAGE

Dra. Leticia McGrathGeorgia Southern University

Dr. Mark JohnsonAdvanced Learning Technologies

University System of Georgia

eCore® OvervieweCore® Overview

eCore® consists of online freshman- and sophomore-level courses designed, developed, taught, and supported by faculty and staff from the University System of Georgia. eCore® offers courses in English, mathematics, science, history, foreign language,and the social sciences.

Course Development ProcessCourse Development Process

• USG Foreign Language Faculty Team July-November, 2003

–Viability of teaching language online

–Tools available for teaching language online

–Recommendations for the eCore® Spanish Sequence

Course Development Process

Course Development Process

• Key recommendations“The proposed online foreign language courses should

be holistic, offering an approach that focuses on language structure (through reading, grammar, vocabulary, and pronunciation, etc.) and also utilizes immersion (using, for example, articles, video and audio streaming, and audio clips). The courses should include speaking and writing—both interpersonal and presentational –as well as vocabulary building.”

Course Development Process

Course Development Process

“The student learning standards developed by the American Council on the Teaching of Foreign Language (ACTFL) and presented in the 1996 and 1999 publications should be followed in the development of the proposed courses.”

Course Development ProcessCourse Development Process

• eCore® Spanish Course Development Team April, 2004-November 2005– Determined course structure– Selected textbook (Enfoques)– Selected online language lab (Quia)– Selected oral communication tool (Wimba)– Developed lessons and assessments– Developed iMods

Course Development ProcessCourse Development Process

• Inaugural eCore® Spanish 2001 Offering January, 2006– Began with 15 students– Reduced number of units from 6 to 5– Re-evaluated unit structure, exercises, and assessments

– Fall 2008 term 50 students in 4 section.

Course Development ProcessCourse Development Process

Revamp courses based on “lessons learned” after the first semester.

Revamped the courses because of a textbook revision.

Teaching eCore® SpanishTeaching eCore® Spanish

• Quia Web SAM • Wimba Voice Boards• Voice Direct

ConclusionConclusion

“The innovative eCore Spanish course created and designed to provide students with maximum exposure to the target language entirely online is an excellent example of how to make the seemingly impossible become a reality. . .”

ConclusionConclusion

“There are several factors that not only encouraged me to teach such a course but also made the course successful:

ConclusionConclusion

• The inclusion of a large quantity of audio clips recorded by native speakers.

• The incorporation of one of the best and most comprehensive textbooks on the market.

• The integration of Horizon Wimba’s software.• The consistency of exposure to the target

language in all aspects of the course.”

ConclusionConclusion

“In my opinion, the eCore Intermediate II Spanish course is as demanding as any face-to-face course, and despite my early doubts, I have been quite pleased with the results. . .”

ConclusionConclusion

• “Overall, I am very pleased with the outcome of the course. I am excited to be involved, and I am confident it sets a new standard for online language learning.”

Leticia L. McGrath, Ph.D.Department of Foreign LanguagesP.O. Box 8081Georgia Southern University