Photo created by Canva
Mehrasa and I had two poster presentations on our joint PhD project at JALT2017.
1. Multimodal e-Feedback in an Online English Course
As online English courses are growing in popularity exponentially in higher education, providing electronic feedback is also gaining currency, as students might feel disconnected, unengaged, and unsupported if they are not provided with effective feedback. The provision of electronic feedback can be enhanced through multimodality, particularly in asynchronous online environments. There are also a number of factors such as social presence and collaboration which are related to feedback effectiveness.
In this study, we explored the use of online interaction platforms available on Blackboard Learn and web-based tools such as VideoNot.es to provide multimodal electronic feedback in an online course of English for General Academic Purposes (EGAP), entitled Osaka University Global English Online (OUGEO). Additionally, we examined how Japanese learners of English perceive the multimodal electronic feedback they have received on their online writing and speaking tasks. We also investigated the perceived usefulness of the provided feedback in relation to learner collaboration and sense of presence in the online course. To collect data, we asked the participants to respond to a set of surveys and open-ended questions.
The findings indicated that the majority of students valued the multimodality of the feedback on their productive tasks. Furthermore, the students’ perception of social presence and collaboration was found to be related to their perception of feedback usefulness. Finally, we discussed the practical implications for providing effective online multimodal feedback as well as further facilitating collaborative online environments.
2. Developing a Blended Course: Why Quality Matters
In this poster presentation, we reported on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting second-year undergraduate Japanese students at Osaka University. In general, the course aimed to develop students’ practical English skills to help them advance to higher levels of conversational and academic English up to B2 and C1 levels of the Common European Framework of Reference (CEFR).
The basic Successive Approximation Model proposed by Allen (2012) informed the design and development of the online course. In order to ensure course quality from the outset, we used the Quality Matters® Higher Education Rubric (Fifth Edition) as the major reference. The pedagogical practices within this fifteen-week course hinge on recent approaches in ELT, e.g., project-based language learning. As part of the evaluation process, we measured the students’ perception on the usefulness of the course quantitatively and qualitatively through an attitudinal survey instrument and open ended reflection questions. Furthermore, to deploy learning analytics, we analyzed the data generated by the learning management system Blackboard Learn, also known as CLE (Collaboration and Learning Environment) to further delve into students’ performance, track their progress, and provide insights into ways to improve it. Eventually, to examine learner achievement and the fulfillment of learning outcomes, we also examined the students’ scores on the placement test, weekly assigned tasks, as well as quizzes and the final exam.