英国布里斯托大学.ppt
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1、Use of Use of Computer Technologies in Computer Technologies in Online English Language EducationOnline English Language Education邹邹斌斌英国布里斯托大学英国布里斯托大学教育研究生学院教育研究生学院Bin.zoubristol.ac.ukTheoutline:IntroductionOnlineopportunitiesOnlinesupportandcollaborationTeachersroleintechnologyOnlineprogrammesforla
2、nguageteachingandlearning Blackboard,WebCT,Wimba,ElanguagesChallengesConclusion1.Introduction1.IntroductionTheaim:provideabriefoverviewofframeworkofpreviousstudiesforonlinelanguageteachingandlearning,anddiscuss:whatcomputertechnologiescanoffertolanguageeducationwhatkindsofnewrolesexistforlanguagetea
3、cherswhatproblemsappearinonlinelanguageeducationAsPaulsen(2001:1)reveals:“It is no longer a question of whether to takeadvantages of these electronic technologies inforeignlanguageinstruction,butofhowtoharnessthemandguideourstudentsintheiruse.”2.Online opportunitiessomeresearchersrevealthattheIntern
4、etprovidesmanyopportunitiesforonlinelanguageeducation(seeSwaffaret al.,1998andCiccoet al.,1998andPacheler,1999).Lankshear,et al.(2000)considerthattheInternetcanleadstudentslearningintomoreglobalizedcontexts.Dr.WoolgarhighlightedattheinternationalconferenceofCAL(ComputerAssistantLearning)05:VirtualLe
5、arning?attheUniversityofBristol,UKinApril2005,“Themorevirtual,themorereal;themoreglobal,themorelocal”.Andriessenet al.(2003)statethatwiththepossibilitiesofonlineprogrammes,learnerswhocannotattendface-to-facecoursesanddiscussionshavemoreopportunitiesinonlinelearning.Onlinelearningcanprovideawonderful
6、opportunitytodevelopcompetency,independentlearningskills,self-efficacy,creativityandworkinginteams(Hase,CairnsandMalloch,1998).Jolliffe,et al.(2001:1)remark:“Computerspeedandstoragecapacityisdoublingeveryhalf-yearitisexpectedthatby2015theentiredevelopedworldwillbeonline.”Someresearcherssuggestthatla
7、nguageskillscanbepromotedontheInternetbyuseofdialogueonline.e.g.CoomeyandStephenson(2001)suggest:*Dialoguecanbeemployedinonlinecoursesbye-mail,bulletinboards,chatroomsandgroupdiscussion.*Dialoguecancoverstudentsrepliestotutorsquestions,discussionbetweenlearnersandtutors,amonglearnersandintutorials,o
8、revenindebatesandrole-play.3.Online support and collaborationOnline support and collaborationSupportSupportOnlineprogrammesshouldoffersupportandcollaborationforlanguagelearners.Lankshearet al.(2000)supportthattheInternetwillencourageteachersandstudentstoworktogetherandtoparticipateincollaboration.Th
9、efeedbackinonlinelanguagelearningisstillasimportantasintraditionalstudy.“Inalmostallcasesstudentssaythateffectiveproceduresforinstructor/tutor/peerfeedbackarethemostimportantfeaturesofasuccessfulonlinecourse.Studentsusedtomoretraditionallydeliveredcoursesseemtoexpectmoretraditionalfeedbackandfrustra
10、tediftheydonotreceivethelevelofattentiontheyexpect.”CoomeyandStephenson(2001:39)collaboration Veerman(2003)suggeststhatcollaborativelearningisparticularlyachievedwhenlearnershavediscussionsandarguments,shareinformationandsharethesolutiontoproblems.Gunawardena,et al.(2001)supporttheideathatthecollabo
11、rativelearningenvironmentcanhelpstudentssupporteachotherindiscussion.Onlinelearningcanincreaseinteractionandcollaborationbetweenlearners.Chapelle(2001)pointsoutthatstudentsautonomouslanguagelearningself-assessmentcanbewidelyavailablethroughthewebratherthanbeingtiedtoaparticularclass.Studentscaninter
12、actwithlearnersfromalloverofworld,andtheycancommunicatewitheachotherforlanguagelearning.Chapelle(2003)alsoassessesthatcollaborationbetweenlearnersisconsideredasakeytolearningasecond/foreignlanguagebecauseoftheuseofscaffoldingintaskcompletion.Teachers role in technologyIncontrasttotraditionalclassroo
13、mteachingmethodology,languageteachersneedtothinkabouttheteachingmethodologyandteachersroleinusingtechnologyinteachinglanguages.Grabe,et al.(2004)suggestthattheteachersroleistohelpstudentsintheirownlearningintheuseofnewtechnology.Theyhighlight:“Blamingtechnologyforisolatingstudentsorengagingtheminpas
14、siveactivityislikeblamingheavyrelianceonworksheetsontheNo.2pencil”(2004:12).Lovelesset al.(2001)describefourimaginativeandcontrastingrolesofteachersusingtechnology:amanagerofcollaborativeteaching and learning,a director-actor,afacilitatorandadesigner.Jolliffe,et.al(2001:3)alsoargue:“Simplyusingasyst
15、emsapproach,however,isnot enough to develop Web-based learningmaterials successfully.Well-designed Web-basedlearningmaterialsalsousesupportingknowledge and keep instructional designprinciplesfirmlyinmind.”Forsyth,(1997:23)addresses:“In fact,lecturers will be just as important to thelearning process,
16、but activities such as theguidance of student work will become morecentral to the lecturers role than the teachingfunction.Studentswillstilllearn,butlectureswillbecomecoordinators.”McNicol et al.(2002)highlight that computertechnologieswillcreateamoreflexibleeducationsystem,whichcanovercomecurrentba
17、rriersofeconomics,distance and other disadvantages.When teachers become more familiar withcomputer applications and software,they coulddevelop strategies for teaching with computersandincreasetheamountofvariousmaterials.Ontheotherhand,however,PrainandLyons(2000)arguethatlearnerswillnotbe the lead pl
18、ayers in their learning,even if their skills on computers areoftenmoreadvancedthanthoseoftheirteachers.4.OnlineprogrammesforlanguageteachingandlearningintheUK Blackboardhttp:/ al.(2004)provideanexampleofusingBlackboardintheUnitedStates.TheyinvestigatedtheuseofBlackboardfrom862facultymembersat38insti
19、tutionsintheUnitedStatesin2003.TheyfoundthatfewfacultymembersusedBlackboard forteachingorassessingandmostfacultymembersnormallyusedBlackboardtomakecoursedocumentsavailabletostudentsandmanagecoursegrades.TheysuggestedthattoincreaseandenhanceuseBlackboard,bothfacultyandstudentsmustexplorethepotentialu
20、sageandobtainmoreexperience.WebCTWebCT,http:/ can also create a personal web page,whichcancontainanyinformationaboutthemselves,the work they are doing and somelinksoftheirfavouritewebpages.Moreover,WebCT provides some communicationtools,including discussion,module mail,chatandnoticeboards.Forinstanc
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