Schedule: 2009-09-10 (12:00 - 12:45)
Parallel Session 2 (Room A-34)

Title: A student tool kit for promoting effective on-line language learning
Authors: Liisa Kallio, Ulla Bergroth, Anna Kyppö, Leena Subra, Teija Natri, Riina Seppälä, Riitta Kelly
Abstract: Systematic action research has been a departmental policy at our language centre since 1993. The broad focuses have included the development of learner autonomy and the integration of new language learning environments into teaching and learning. In the recent development project the aim has been in applying multi-modal approaches to all teaching and self-access activities. Today virtuality is a part of all language centre teaching in one way or another. This imposes challenges on how students are guided and taught in different on-line settings. To meet these challenges an e-teaching policy and a student tool kit have been developed.

This paper presents the most important stages and outcomes of development from a project which was started in 2007. The first stage of the project was to develop a student tool kit (a website) for on-line courses and electronic learning environments. Practice has shown that any successful on-line sequence or course requires a certain degree of learner training. The aim of the tool kit is to promote effective language learning by offering concrete, practical advice throughout the on-line learning process.

An emphasis is on solving potential problems that arise during an on-line or blended learning sequence, e.g. the varying level of student commitment in on-line learning situations, the range of students’ on-line learning skills and possible shortcomings in students’ reflection skills concerning language learning.

During the spring term 2009 the student tool kit was piloted with three groups of students: 1. students who have completed an on-line module, 2. students who intend to take an on-line module and 3. randomly selected group of students from F2F courses. In this paper we will concentrate on the results of the piloting and discuss the challenges of developing a tool kit that would be implemented successfully to meet the needs of all types of teachers and students.

This information will also be used in the second phase of the project where a teacher tool kit will be developed to help teachers to plan and design web-based courses and learning materials.
Keywords: on-line learning, blended learning, e-teaching, action research,

Main topic: Assessment, testing, feedback and guidance in CALL

Biodata: Action research team VIP, University of Jyväskylä Language Centre, Finland.
Type of presentation Paper presentation

Paper category Reflective Practice

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-10 (12:00 - 12:45) Parallel Session 2 (Room A-34)
Title:	A student tool kit for promoting effective on-line language learning
Authors:	Liisa Kallio, Ulla Bergroth, Anna Kyppö, Leena Subra, Teija Natri, Riina Seppälä, Riitta Kelly
Abstract:	Systematic action research has been a departmental policy at our language centre since 1993. The broad focuses have included the development of learner autonomy and the integration of new language learning environments into teaching and learning. In the recent development project the aim has been in applying multi-modal approaches to all teaching and self-access activities. Today virtuality is a part of all language centre teaching in one way or another. This imposes challenges on how students are guided and taught in different on-line settings. To meet these challenges an e-teaching policy and a student tool kit have been developed. This paper presents the most important stages and outcomes of development from a project which was started in 2007. The first stage of the project was to develop a student tool kit (a website) for on-line courses and electronic learning environments. Practice has shown that any successful on-line sequence or course requires a certain degree of learner training. The aim of the tool kit is to promote effective language learning by offering concrete, practical advice throughout the on-line learning process. An emphasis is on solving potential problems that arise during an on-line or blended learning sequence, e.g. the varying level of student commitment in on-line learning situations, the range of students’ on-line learning skills and possible shortcomings in students’ reflection skills concerning language learning. During the spring term 2009 the student tool kit was piloted with three groups of students: 1. students who have completed an on-line module, 2. students who intend to take an on-line module and 3. randomly selected group of students from F2F courses. In this paper we will concentrate on the results of the piloting and discuss the challenges of developing a tool kit that would be implemented successfully to meet the needs of all types of teachers and students. This information will also be used in the second phase of the project where a teacher tool kit will be developed to help teachers to plan and design web-based courses and learning materials.
Keywords:	on-line learning, blended learning, e-teaching, action research,
Main topic:	Assessment, testing, feedback and guidance in CALL
Biodata:	Action research team VIP, University of Jyväskylä Language Centre, Finland.
Type of presentation	Paper presentation
Paper category	Reflective Practice
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No