New England Faculty Development Consortium Journal, 2018
This article describes an adaptive instructional design project a
professor and two teaching assi... more This article describes an adaptive instructional design project a professor and two teaching assistants (TAs), implemented in an online doctoral level leadership course (Leadership in Educational Organizations, or LEO). Through a collaborative and iterative process of opportunity analysis, implementation, and reflective practice based on experience and feedback from students, this instructional team aimed to promote deeper learning by building a learning community among themselves and the 26 students from two sections of this course. The resulting plan, do, study, and act (PDSA) cycles informed instructional adjustments using existing technologies and mainstream media resources.
The transactional distance created by asynchronous online
course formats poses unique challenges ... more The transactional distance created by asynchronous online course formats poses unique challenges to the development of a collaborative learning environment. The lack of face-to-face interaction also challenges instructors’ ability to make adaptive changes to course content in response to emerging student needs. The authors describe a professor’s process of continuous improvement in an online doctoral course to create a collaborative learning environment. Leveraging available communication technologies and bridging media cultivated a supportive community of inquiry, including social, cognitive, and teaching presence. The authors describe the identified problem, course goals, and process of this work, as well as a brief summary of students’ feedback about their experiences with this process.
Computer Applications in Second Language Acquisition
C. A. Chapelle. Cambridge: CUP, 2001. Pp. xv... more Computer Applications in Second Language Acquisition C. A. Chapelle. Cambridge: CUP, 2001. Pp. xvii + 215. ISBN 0-521-62637-4 (hbk), ISBN 0-521-62646-3 (pbk) To varied degrees, knowledge of and experience with computer-assisted second language pedagogy, testing and/or research (CALL) has become a requisite skill for L2 teachers and researchers. However, investigations into the vast (and growing) amount of print and electronic space dedicated to computer applications in second language acquisition (CASLA) can be intimidating and confusing. Of the myriad resources available, few provide a comprehensive basis or even overview of CASLA's link and relevance to pedagogy, assessment and/or research within one volume. Fewer still make a connection to other related fields in education and technology. Carol Chapelle's Computer Applications in Second Language Acquisition is one such welcome and timely resource.
This study examined the design, implementation and experience of Guy Allen's expressive writing p... more This study examined the design, implementation and experience of Guy Allen's expressive writing pedagogy, an L1 approach, in an EFL setting. Conducted in a language learning class at a private English-medium university in Turkey, the study involved the perspective of a researcher/teacher and 14 students (6 male, 8 female), aged 18 to 21, sharing the same L1 (Turkish). Framed by Dornyei's tripartite L2 motivation construct--involving the learner, language, and learning situation--results indicate that when students are treated as writers, and supported with cognitive and affective scaffolding, they respond positively and exhibit improvements in attitudes toward writing, writing development, and confidence in discussing their writing. Additionally, the role of English in Turkey seems to affect learners' motivations and attitudes.
Higher education students in the Arabian Gulf face barriers to careers that require 21st century ... more Higher education students in the Arabian Gulf face barriers to careers that require 21st century competencies such as information literacy, an essential skill for engagement in the global knowledge economy. Gulf leaders have established Western-modeled higher education institutions that emphasize these skills, however employers report a gap between their workforce requirements and their satisfaction with the quality of Gulf graduates. Theoretical and empirical research related to these gaps suggest that Western curricula and pedagogy may be misaligned with Gulf students’ academic culture and Arab-Islamic epistemology. This research study collected data through a Gulf-wide six-country online survey to understand Gulf academic staff perceptions of information literacy, and their teaching and learning background. Based on the empirical evidence collected and a review of the literature, the study implemented an instructional intervention based on Renkl’s (2014) instructionally oriented theory of example-based learning (EBL) and gathered proof of concept for Gulf higher education academic staff of transitioning from a teacher-led to student-centred approach using EBL. The learning domain of the intervention was the first two steps of Brand-Gruwel, Wopereis, and Walraven’s (2009) information problem-solving (IPS) schema and skills, defining the problem and searching for information. An embedded mixed methods design was used, combining a traditional pre-test/post-test experiment with three treatment conditions with qualitative data collection to implement example-based learning within a college introductory research course for undergraduates. The treatments consisted of two different EBL orienting activities, self-explanation and explanation-help, while the control group received no treatment. Performance and perception data related to information problem-solving schema, skills, and behaviour were analyzed using descriptive and inferential (t-tests, ANOVA, ANCOVA) statistics. Findings indicate significant improvements in performance of IPS skill one - define the problem – by the two treatment groups at retention, and the explanation-help group significantly outperformed the self-explanation group on the same skill immediately following both post-tests but not at retention. Results also suggest significant main effects for the EBL treatment and English language proficiency, and no significant difference between the two treatment groups at retention. Participants’ assessment of the training was positive, and overall, the explanation-help group ratings for both usefulness and difficulty of the training were the highest, though not significantly. Empirical research indicates that explanation-help scaffolds are well-suited when students are not yet able to fully or accurately explain the learning domain principles. The results provide support for the role of worked examples to support schema and skill development for novices, and emerging proof of concept for the use of EBL to transition from teacher-centred to student-centred with worked example scaffolds.
New England Faculty Development Consortium Journal, 2018
This article describes an adaptive instructional design project a
professor and two teaching assi... more This article describes an adaptive instructional design project a professor and two teaching assistants (TAs), implemented in an online doctoral level leadership course (Leadership in Educational Organizations, or LEO). Through a collaborative and iterative process of opportunity analysis, implementation, and reflective practice based on experience and feedback from students, this instructional team aimed to promote deeper learning by building a learning community among themselves and the 26 students from two sections of this course. The resulting plan, do, study, and act (PDSA) cycles informed instructional adjustments using existing technologies and mainstream media resources.
The transactional distance created by asynchronous online
course formats poses unique challenges ... more The transactional distance created by asynchronous online course formats poses unique challenges to the development of a collaborative learning environment. The lack of face-to-face interaction also challenges instructors’ ability to make adaptive changes to course content in response to emerging student needs. The authors describe a professor’s process of continuous improvement in an online doctoral course to create a collaborative learning environment. Leveraging available communication technologies and bridging media cultivated a supportive community of inquiry, including social, cognitive, and teaching presence. The authors describe the identified problem, course goals, and process of this work, as well as a brief summary of students’ feedback about their experiences with this process.
Computer Applications in Second Language Acquisition
C. A. Chapelle. Cambridge: CUP, 2001. Pp. xv... more Computer Applications in Second Language Acquisition C. A. Chapelle. Cambridge: CUP, 2001. Pp. xvii + 215. ISBN 0-521-62637-4 (hbk), ISBN 0-521-62646-3 (pbk) To varied degrees, knowledge of and experience with computer-assisted second language pedagogy, testing and/or research (CALL) has become a requisite skill for L2 teachers and researchers. However, investigations into the vast (and growing) amount of print and electronic space dedicated to computer applications in second language acquisition (CASLA) can be intimidating and confusing. Of the myriad resources available, few provide a comprehensive basis or even overview of CASLA's link and relevance to pedagogy, assessment and/or research within one volume. Fewer still make a connection to other related fields in education and technology. Carol Chapelle's Computer Applications in Second Language Acquisition is one such welcome and timely resource.
This study examined the design, implementation and experience of Guy Allen's expressive writing p... more This study examined the design, implementation and experience of Guy Allen's expressive writing pedagogy, an L1 approach, in an EFL setting. Conducted in a language learning class at a private English-medium university in Turkey, the study involved the perspective of a researcher/teacher and 14 students (6 male, 8 female), aged 18 to 21, sharing the same L1 (Turkish). Framed by Dornyei's tripartite L2 motivation construct--involving the learner, language, and learning situation--results indicate that when students are treated as writers, and supported with cognitive and affective scaffolding, they respond positively and exhibit improvements in attitudes toward writing, writing development, and confidence in discussing their writing. Additionally, the role of English in Turkey seems to affect learners' motivations and attitudes.
Higher education students in the Arabian Gulf face barriers to careers that require 21st century ... more Higher education students in the Arabian Gulf face barriers to careers that require 21st century competencies such as information literacy, an essential skill for engagement in the global knowledge economy. Gulf leaders have established Western-modeled higher education institutions that emphasize these skills, however employers report a gap between their workforce requirements and their satisfaction with the quality of Gulf graduates. Theoretical and empirical research related to these gaps suggest that Western curricula and pedagogy may be misaligned with Gulf students’ academic culture and Arab-Islamic epistemology. This research study collected data through a Gulf-wide six-country online survey to understand Gulf academic staff perceptions of information literacy, and their teaching and learning background. Based on the empirical evidence collected and a review of the literature, the study implemented an instructional intervention based on Renkl’s (2014) instructionally oriented theory of example-based learning (EBL) and gathered proof of concept for Gulf higher education academic staff of transitioning from a teacher-led to student-centred approach using EBL. The learning domain of the intervention was the first two steps of Brand-Gruwel, Wopereis, and Walraven’s (2009) information problem-solving (IPS) schema and skills, defining the problem and searching for information. An embedded mixed methods design was used, combining a traditional pre-test/post-test experiment with three treatment conditions with qualitative data collection to implement example-based learning within a college introductory research course for undergraduates. The treatments consisted of two different EBL orienting activities, self-explanation and explanation-help, while the control group received no treatment. Performance and perception data related to information problem-solving schema, skills, and behaviour were analyzed using descriptive and inferential (t-tests, ANOVA, ANCOVA) statistics. Findings indicate significant improvements in performance of IPS skill one - define the problem – by the two treatment groups at retention, and the explanation-help group significantly outperformed the self-explanation group on the same skill immediately following both post-tests but not at retention. Results also suggest significant main effects for the EBL treatment and English language proficiency, and no significant difference between the two treatment groups at retention. Participants’ assessment of the training was positive, and overall, the explanation-help group ratings for both usefulness and difficulty of the training were the highest, though not significantly. Empirical research indicates that explanation-help scaffolds are well-suited when students are not yet able to fully or accurately explain the learning domain principles. The results provide support for the role of worked examples to support schema and skill development for novices, and emerging proof of concept for the use of EBL to transition from teacher-centred to student-centred with worked example scaffolds.
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professor and two teaching assistants (TAs), implemented in an
online doctoral level leadership course (Leadership in Educational
Organizations, or LEO). Through a collaborative and
iterative process of opportunity analysis, implementation, and
reflective practice based on experience and feedback from students,
this instructional team aimed to promote deeper learning
by building a learning community among themselves and
the 26 students from two sections of this course. The resulting
plan, do, study, and act (PDSA) cycles informed instructional
adjustments using existing technologies and mainstream media
resources.
course formats poses unique challenges to the development of
a collaborative learning environment. The lack of face-to-face
interaction also challenges instructors’ ability to make adaptive
changes to course content in response to emerging student
needs. The authors describe a professor’s process of continuous
improvement in an online doctoral course to create a collaborative
learning environment. Leveraging available communication
technologies and bridging media cultivated a supportive
community of inquiry, including social, cognitive, and teaching
presence. The authors describe the identified problem, course
goals, and process of this work, as well as a brief summary of
students’ feedback about their experiences with this process.
Book Reviews
C. A. Chapelle. Cambridge: CUP, 2001. Pp. xvii + 215. ISBN 0-521-62637-4 (hbk), ISBN 0-521-62646-3 (pbk)
To varied degrees, knowledge of and experience with computer-assisted second language pedagogy, testing and/or research (CALL) has become a requisite skill for L2 teachers and researchers. However, investigations into the vast (and growing) amount of print and electronic space dedicated to computer applications in second language acquisition (CASLA) can be intimidating and confusing. Of the myriad resources available, few provide a comprehensive basis or even overview of CASLA's link and relevance to pedagogy, assessment and/or research within one volume. Fewer still make a connection to other related fields in education and technology. Carol Chapelle's Computer Applications in Second Language Acquisition is one such welcome and timely resource.
Thesis Chapters
professor and two teaching assistants (TAs), implemented in an
online doctoral level leadership course (Leadership in Educational
Organizations, or LEO). Through a collaborative and
iterative process of opportunity analysis, implementation, and
reflective practice based on experience and feedback from students,
this instructional team aimed to promote deeper learning
by building a learning community among themselves and
the 26 students from two sections of this course. The resulting
plan, do, study, and act (PDSA) cycles informed instructional
adjustments using existing technologies and mainstream media
resources.
course formats poses unique challenges to the development of
a collaborative learning environment. The lack of face-to-face
interaction also challenges instructors’ ability to make adaptive
changes to course content in response to emerging student
needs. The authors describe a professor’s process of continuous
improvement in an online doctoral course to create a collaborative
learning environment. Leveraging available communication
technologies and bridging media cultivated a supportive
community of inquiry, including social, cognitive, and teaching
presence. The authors describe the identified problem, course
goals, and process of this work, as well as a brief summary of
students’ feedback about their experiences with this process.
C. A. Chapelle. Cambridge: CUP, 2001. Pp. xvii + 215. ISBN 0-521-62637-4 (hbk), ISBN 0-521-62646-3 (pbk)
To varied degrees, knowledge of and experience with computer-assisted second language pedagogy, testing and/or research (CALL) has become a requisite skill for L2 teachers and researchers. However, investigations into the vast (and growing) amount of print and electronic space dedicated to computer applications in second language acquisition (CASLA) can be intimidating and confusing. Of the myriad resources available, few provide a comprehensive basis or even overview of CASLA's link and relevance to pedagogy, assessment and/or research within one volume. Fewer still make a connection to other related fields in education and technology. Carol Chapelle's Computer Applications in Second Language Acquisition is one such welcome and timely resource.