Is a language course viable via distance education? : The final report on the three-year Japanese Project at York University Norio Ota & Noriko Yabuki-Soh Japanese Section Department of Languages, Literatures and Linguistics York University Toronto, Canada
Preparation l l Creating a web site for the Japanese Program • • Posting lecture notes and other info Setting up courses lists Setting up Japanese servers • • • Developing web-based instructional materials Replacing the textbooks and other materials Solving the copyright issues Modifying the static web materials into multi-media version • • Digitizing sound files for conversation Digitizing video files for culture and society Developing self-study materials • • • Video-streaming lectures Creating web-based interactive exercises Developing reading materials Encouraging students to study on their own during summer and winter holidays Developing distance education courses
Setting up one’s own server(s) l l l l l Total control, freedom and independence Comprehensive service availability Uninterrupted access in time and space Instantaneous posting and modification of instructional materials Customization and individualization Keeping abreast with new technology Developing new types of materials and activities Transportability of courses and materials Integrating instructional materials Networking
Experimental Pilot Project AS/JP 1000 6. 0 Elementary Modern Standard Japanese Section B Initial plan: l Web-based instructional materials (text, video, audio) l Commercially available software, Kanji CD l Mixed mode: lecture (video-conference) tutorial (legacy) l E-office hours: individualized assistance (video-cam) l E-community: Net Meeting, Chat, E-mail list l Personal log: student’s self-study report l On-line group work: conversation assignments (skits) l Cultural activities by a student club l In-class testing
Purposes & Objectives l Reaching out potential students in distance location where courses are not available or those who cannot afford attending regular classes due to employment or other circumstances. l Ensuring the integrity of instructions and amount of acquisition and learning, individualized instructions and feedback, and networking among students and faculty.
AS/JP 1000 6. 0 Elementary Modern Standard Japanese Section B at Glendon College E-DUCATION JAPANESE SERVERS BUNA Linux Web Server MOMIJI Linux Web Server Mail Server KUSU Linux Web Server NEMU Linux Web Server Chat Server TSUGE Linux Web Server • Lecture: Video-conference (real-time) (once a week) Video-streamed (Real Player) (any time) • E-Office Hours: Video Cam (Polycom system) (designated period) • Communication: Chat service, E-mail list (any time) • Oral skills: Legacy class instructions (once a week) • Testing: In class (scheduled time) • Exercises: Interactive (any time) • Culture & Society: Digitized video (Quick Time) (any time) • Supplemental: (lab) Kanji CD, Two programs
Theoretical Background-1 Levy (1997): “tutor-tool” framework of CALL l Computer-as-tutor “behaviorist CALL” behaviorist theory of L 2 learning (Mac. Donald, 2001) (e. g. , Skinner, 1957) l Computer-as-tool “ communicative CALL” communicative/interactionist theory (Mac. Donald, 2001) (Hatch, 1992; Long, 1983) Strengths of the computer as a tutor: its flexibility that permits learners to study at a time, place, or pace that fits them as a tool: its versatility and capacity that enable learners to increase human capacities Weaknesses of the computer as a tutor: limitation of the sophistication level of the programs as a tool: its neutrality; no guidance on its contextualized use
Theoretical Background-2 Schwier (1994): interactive media as“the resources”and“instructional” Computer-as-mediator “interactive CALL” communicative/interactionist theory (Mac. Donald, 2001) (Hatch, 1992; Long, 1983) sociocultural theory (Vygotsky, 1975, 1978; Lantolf, 2000) Advantages of interactive media: l can satisfy individual learner needs and preferences l enable the learner to be constantly active l allow flexible scheduling and pacing l can provide a low-threat learning environment l Disadvantages of interactive media: l can only simulate human interaction l cannot adapt to unexpected characteristics of students l do not provide student-to-student interaction as a typical by-product l typically support independent study
Method Participants: 28 learners of JFL at York University AS/JP 1000 6. 0 Section B l 11 students (8 female & 3 male) for Year 1 (Sep 2001 -Apr 2002) l 8 students (4 female & 4 male) for Year 2 (Sep 2002 -Apr 2003) l 9 students (8 female) for Year 3 (Sep 2003 -Apr 2004) Data Collection: l Questionnaire results l Final grade: Distance Ed Course versus Regular Course
Questionnaire: Computing background l l l l How do you rate your knowledge of computing, when you started this course? absolute beginner: 4 intermediate: 14 advanced: 5 very advanced: 1 How many hours per week did you spend browsing the Internet, before you started this course? 0 - 1: 5 1 - 2: 6 2 - 4: 7 4 - 6: 4 more than 6: 6 What types of computer do you have at home? None: 1 PC P-I: 2 PC P-II: 5 PC P-III: 10 PC P-IV: 0 Mac: 3 other: 3 no answer: 4 What type of internet connection do you have at home? None: 1 modem: 4 ISDN: 4 cable: 14 other: 5 Check the features you can access at home. text: 27 sound: 27 video: 23 interactive exercises: 25 class list: 11 chat: 14 Do you feel comfortable with using the web-based course materials now? no: 0 somewhat: 4 mostly: 6 yes: 14 absolutely: 4 Do you use the computer lab for studying for this course? never: 11 sometimes: 6 often: 7 always: 2 n/a: 2 Did you take any distance education course prior to taking this course? If yes, please write the subject area. no: 25 yes: 3 (subjects: “mother and mothering class”“business” “ Nature Science” “language (French)”)
Questionnaire: General 1 l l l l How many hours per week did you spend studying Japanese outside the class? 0 -1: 1 1 -2: 8 2 -4: 13 4 -6: 4 more than 6: 2 Were the web-based materials accessible? Never: 0 sometimes: 3 often: 10 always: 15 n/a: 0 Did you receive E-mail messages regarding schedule changes, events, etc. ? Never: 2 sometimes: 6 often: 10 always: 10 n/a: 0 Did you use E-mail to communicate with other classmates? Never: 2 sometimes: 17 often: 9 always: 0 n/a: 0 Did you use Chat service to communicate and study with other classmates? Never: 25 sometimes: 1 often: 0 always: 0 n/a: 2 Did you attend the one-hour in-class tutorial? Never: 1 sometimes: 2 often: 7 always: 18 n/a: 0 Did you actively participate in the in-class tutorial? Never: 1 sometimes: 3 often: 12 always: 12 n/a: 0
Questionnaire: General 2 l l l l Did you attend the video-conferenced lectures? Never: 1 sometimes: 3 often: 7 always: 14 n/a: 3 Did you watch the videos on culture and society? Never: 6 sometimes: 12 often: 5 always: 3 n/a: 2 Did you try the interactive exercises? Never: 2 sometimes: 16 often: 5 always: 5 n/a: 0 Did you study with other classmates? Never: 7 sometimes: 12 often: 8 always: 1 n/a: 0 Did you get to know other classmates? hardly: 2 somewhat: 16 well: 9 very well: 0 n/a: 1 Did you get to know the tutorial instructor? hardly: 4 somewhat: 11 well: 10 very well: 1 n/a: 2 How do you rate the software available in the computer lab? poor: 1 satisfactory: 7 good: 10 very good: 2 n/a: 7 no answer: 1 How do you rate the level of technical support in the computer lab? poor: 1 satisfactory: 5 good: 8 very good: 3 n/a: 10 no answer: 1
Questionnaire: Course materials (1: least – 5: max n/a: not applicable) (Note: n/an=no answer) l How useful do you find each of the following features of the York University Japanese Language program? Lecture (video-conf. ) Tutorial (in-class) ‘E-office’ hours 1: 0 Multimedia software Chat service E-mail list Tests (in-class) Oral (in-class) 1: 0 2: 5 3: 9 4: 7 5: 7 n/a: 0 1: 1 2: 0 3: 5 4: 10 5: 11 n/a: 1 2: 5 3: 7 4: 9 5: 3 n/an: 1 1: 0 2: 3 3: 8 4: 7 5: 5 n/a: 1 n/an: 4 1: 9 2: 3 3: 5 4: 0 5: 0 n/a: 10 n/an: 1 1: 1 2: 5 3: 7 4: 5 5: 5 n/a: 4 n/an: 1 1: 2 2: 4 3: 8 4: 10 5: 4 n/a: 0 1: 1 2: 2 3: 8 4: 10 5: 7 n/a: 0
Questionnaire: Web instructional materials (1: least – 5: max n/a: not applicable) (Note: n/an=no answer) l How useful do you find each of the following web-based instructional materials of the Program? Lecture notes Lectures (Real Player) Dialogues (sound) Interactive exercises Reading/writing materials Sample Tests Video (culture & society) 1: 1 1: 0 1: 3 1: 0 1: 2 1: 3 2: 1 2: 4 2: 1 2: 5 2: 1 2: 2 3: 10 3: 4 3: 5 3: 10 3: 9 3: 4 4: 10 4: 6 4: 8 4: 7 4: 12 4: 11 4: 6 5: 9 5: 13 5: 6 5: 10 5: 7 n/a: 0 n/a: 4 n/a: 0 n/a: 6 n/an: 1
Questionnaire: Distance education course (1: least – 5: max n/a: not applicable) (Note: n/an=no answer) l How do you rate this distance education language course regarding the following factors? Time-saving 1: 4 Freedom in study time 1: 1 Availability of material 1: 0 Accessibility of material 1: 0 Individualized instructions 1: 3 Cost-saving (no textbooks) n/an: 1 On-line support 1: 1 Technical support n/an: 1 2: 4 3: 5 4: 8 5: 6 n/a: 0 n/an: 1 2: 3 3: 7 4: 5 5: 11 n/a: 0 n/an: 1 2: 4 3: 7 4: 12 5: 4 n/a: 0 n/an: 1 2: 3 3: 10 4: 10 5: 4 n/a: 0 n/an: 1 2: 9 3: 5 4: 8 5: 2 n/a: 0 n/an: 1 1: 2 2: 0 3: 4 4: 5 5: 16 n/a: 0 2: 2 3: 11 4: 5 5: 7 n/a: 1 n/an: 1 1: 1 2: 3 3: 8 4: 6 5: 6 n/a: 3
Questionnaire: Negative factors (1: least – 5: max n/a: not applicable) (Note: n/an=no answer) l Please rate how serious the following factors have been? Lack of self-discipline Lack of immediate feedback Lack of sense of community Lack of immediate support Lack of interaction & practice Lack of self-motivation Lack of technical knowledge Lack of study time Lack of new study approach 1: 3 2: 4 1: 2 2: 3 1: 4 2: 6 1: 4 2: 4 1: 2 2: 2 1: 6 2: 3 1: 8 2: 6 1: 5 2: 7 1: 5 2: 2 3: 6 3: 7 3: 8 3: 5 3: 3 3: 7 3: 3 3: 6 4: 7 4: 3 4: 2 4: 7 4: 4 4: 3 5: 6 5: 4 5: 10 5: 12 5: 4 5: 1 5: 6 5: 5 n/a: 1 n/a: 0 n/a: 1 n/a: 4 n/an: 2 n/an: 2 n/an: 3
Questionnaire: Mixed mode? l A mixed mode (distance + in-class) was used to alleviate some of the expected shortfalls of a distance-only format. Do you find this type of mixed mode more viable for language learning? Yes: 15 Why? “It is better than just distance-ed but still not good enough to facilitate language learning. ” “the in-class tutorial is very helpful. ” “need interaction to learn language” “More help, but still 1 day not enough. ” “In-class time allows us to practise and to ask questions. ‘on line’gives flexibility” “I think that some in-class instruction is essential for language learning” “You need to be able to talk to someone sometimes. Learning a language require oral practice. Doing everything alone would be too hard” “Time in class is absolutely necessary to learn. ” No: 6 Why? “Just did not have enough time!” Not sure: 4 Why? “We needed much more time!” “each has its good and bad. ” No answer: 3
Questionnaire: Will continue? l Would you continue the second or third year Japanese language program via distance education, should it be offered in the future? Yes: 4 Why? “Interesting program, flexible, on-line materials very handy” “It was a tough program but adequate. I would like to become fluent in Japanese” “the new method was hard to get used to, but once used to it, one can benefit from it. ” No: 14 Why? “Too much info for a short period of time”“Way too much work!” “Too difficult” “Too much independent work on language, not easy. ” “I would always take the course with the most face-to-face time. ” “I think the actual course is preferable” “I prefer non-distance education. ” Not sure: 7 Why? “When I have more time, I will take it” “Maybe if there were more time for tutorials” No answer: 3
Questionnaire: Study habit changed? l Do you think you have changed your study strategy because of the nature of the course? Yes: 8 How? “Studied w/ partner” “studied much more on my own. ” “Spent more time studying with classmates” “I use the internet a lot more and rely more on myself” “I knew that intensive study is needed” No: 10 How? “It overflowed” “Probably not much. I know that I won’t take another course like this to learn a language. ” Not sure: 7 How? “In all language courses, distance or not, requires self-discipline and dedication of time, so this does not differ much. ” No answer: 3
Questionnaire: How to improve? l Please indicate how you think the current program can be improved. “Too much new stuff to learn in each week. Haven’t absorbed fully yet, but forced to go on. ” “I would appreciate if the course tutorial and the course tests could extend some more time. Furthermore, the vocabulary from the conversation is normally repeated while the new ones are not even mentioned once. Please check the vocabulary and hopefully give proper meanings of the new words, instead of repeating the same ones over & over again. & Thank you. I really enjoy the course. ” “Need more support. Need more tutorial time, not everything is covered and since it is a new language you need everything explained. It was to fast and I had little time to gather the accumulative knowledge! Needed more help with tech. support! The facilities are scary when they’re new. ” “–More tutorials! – longer lectures! –take up homework –get penalized if homework is not done” “More time with instructor!” “I think, if possible, please: increase the length of tutorial from 1 hour to 1. 5 hours. Provide answers for the interactive exercises. ” “I think the only unsatisfactory aspects of this course which I found (i. e. limited in-class interaction) are inherent in the distance education format itself. Otherwise, the resources and technology used by this program left nothing to be desired. Maybe it would be better if answers were provided for the interactive exercises and sample tests. ” “I think at least 1 extra tutorial hour should be added. A lot of the time we couldn’t cover everything we had to in the tutorial and we went overtime anyway. Because of this lack of time I think many people got discouraged from asking questions too. ”
Grade comparison Year 2001 -2002 Regular 76. 9 Distance Ed 68. 6 Year 2002 -2003 Regular 74. 99 Distance Ed 73. 89 Year 2003 -2004 Regular 69. 3 Distance Ed 69. 6 Grade A B C D F Total 4 8 5 4 0 21 19% 38% 24% 19% 0% 2 18% 1 9% 3 27% 4 36% 1 9% 11 1 6% 7 44% 4 25% 0 0% 16 0 0% 1 12. 5% 7 87. 5% 0 0% 8 1 4. 5% 8 38% 5 24% 2 9. 5% 21 1 1 4 2 1 9 11% 44. 5% 22. 5% 11%
Discussion Advantages: computer-as-tool/mediator l Flexibility of the learning environment l Adaptable to personal needs and interests Disadvantages: computer-as-tutor l Lack of face-to-face interaction l Not adaptable to unexpected characteristics of students Other issues: l Knowledge of computing l The“low-threat”learning environment l Students’ self-discipline
Implications l l l one legacy tutorial session: necessary conduct a thorough orientation session for computing to help students familiarize themselves with facilities and materials make students submit self-study reports to monitor their progress assign students interactive group projects and promote sense of E-community encourage students to be open to alternatives in learning strategies provide students with their interim grading reports a few times a year (currently once)
References l l l l l Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press. Mac. Donald, K. (2001). Computer-Assisted Language Learning (CALL): A Socio-constructivist Perspective for Reconceptualising the Traditional University Language Lab - A Textual Analysis. Unpublished M. Ed. Thesis. St. Francis Xavier University, Antigonish, Canada. New Brunswick Distance Education Inc. (2000). The Design, Development and Delivery of Internet Based Training and Education, Industry Canada Report, Project # U 5251 -9 -5325, The Centre for Learning Technologies. Ota, Norio (1996). A Poor Man’s Server- A Key to Successful Transition in Computerization, Proceedings of The Foreign Language Education and Technology Conference III [FLEAT III]: Languages Resources Cultures, University of Victoria, Victoria B. C. , 1998, 293 -304. _____(1998). ‘Is computing one of the biggest threats to academia? - bridging a gap between two subcultures’, Crossroads in Cultural Studies International Conference, Tampere, Finland. _____(2002). ‘Pros and cons of a Japanese language course via distance education’, CASTEL/J 2002 Conference, University of California, San Diego, July 11 -14, 2002. _____(2003). AS/JP 1000 6. 0 Elementary Modern Standard Japanese: Group 6 Course description. http: //buna. yorku. ca/japanese/eljp_grp 6. html. Qiu, Peipei (2001)Teaching Japanese through Multimedia Lesson Modules: A Conference Report, Vassar College. http: //vassarwilliamsmellonconsortium. vassar. edu/Qiu. conf. berlin. report. html Schwier, R. A. (1994). Contemporary and emerging interactive technologies for distance education. In Willis, B. (ed. ). Distance Education: Strategies and Tools. New Jersey: Eaglewood Cliffs.
Contact Norio Ota <nota@yorku. ca> Phone: (416)736 -2100 x 88750 Noriko Yabuki-Soh <n_yabuki@yahoo. com> Phone: (416)736 -5016 x 66127 Fax: (416)736 -5483 Japanese Studies Program Department of Languages, Literatures and Linguistics York University 4700 Keele Street Toronto, Ontario M 3 J 1 P 3 Canada Web: http: //buna. arts. yorku. ca/
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