An Analysis on an International Collaborated Online Blended Language Program
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This document summarizes an international collaboration on an online blended language learning program between Taiwan, Washington, and California. It discusses the program design, roles of teachers, students, and online tutors. It provides examples of online tutoring sessions and student feedback surveys. Reflections note benefits for student teachers in gaining confidence and skills in online teaching. Suggestions for future collaborations include planning ahead, understanding technology literacy, and designating a master teacher.
An Analysis on an International Collaborated Online Blended Language Program
- 1. An Analysis on an International Collaborated Online Blended Language Program Yujen Lien Tsai-En Cheng Jenpei Chao
- 2. ● Blended Learning Program Design ● Pre-Service Teacher Training Program ● Student Performance ● Student Feedback ● Reflections Agenda
- 3. We want to know ● How to efficiently extend students learning? ● How will students benefit from online tutoring? ● How can the collaboration enhance CSL pre-service teacher’s online teaching skills?
- 4. Collaboration Structure - locations Taiwan Washington, USA California, USA
- 5. Collaboration structure - settings CSL Pre-Service Teachers (Taiwan) CHIN121 class-Adults ( WA, USA) CFL class-Children (CA, USA)
- 7. Structure Preparation In Class Teaching Tutoring In Class Learning Communication 1. Material 2. Matching 3. Pretest Communication 1. Journal 2. Survey 3. Post test Communication 1. Scheduling 2. Software 3. Testing
- 8. Roles of Teachers ● Provide materials and lesson objectives to tutors ● Orientation of e-tutoring platform(Google hangouts) ● Assess student progress
- 9. Roles of Students ● Schedule meeting time ● Make sure internet connection and software working properly ● Attend the meeting on time ● Review class work and list questions before tutoring
- 10. Roles of Online Tutors ● Prepare teaching slides by objectives ● Engage students during the progress ● Tailor lessons to individual needs ● Keep a teaching journal ● Report teaching problems to the teacher to get further assistance.
- 11. Sample of Teaching Journal
- 13. Lien, Yujen National Taitung University, Taiwan lien@nttu.edu.tw Designing an online-tutor training program for student teachers
- 14. Basic skills to teach Chinese language
- 15. They didn’t tell you
- 16. My students are now enjoying their college life in southeast of TaiwanBut how to connect to the real world of teaching Chinese as a second language
- 17. How to build up their profession in Teaching Chinese as a second/ Foreign language?
- 19. Synchronous teaching platform Google+ Hangouts Google+ Hangouts on air Asynchronous communication tools Google Calendar, Gmail PC / Laptop Headphone Internet connection Mobile devices iPad Technolog y Pedagogy Chinese language
- 20. Google Hangouts Chat box Screen sharing Scoot & Doodles Google effects YouTube share
- 22. Instructional language Say hello / warm up Online-tutoring teaching materials design Skills to use webcam and facility Techno logy Pedagogy Chinese languag e
- 23. Check list before class Hardware Teaching content and materials Teaching environment http://goo.gl/SE3RIU
- 24. Language Proficiency Linguistic Competency Cultural Knowledge Second Language Acquisition Technology Pedagogy Chinese language
- 26. Test voice and webcam video while greeting Set online classroom rules Diverse ways to correction and practice Keep smiling and eye contact with the WEBCAM Speak less, encourage more http://youtu.be/u5hCPpjxS2E Online Tutorial Etiquette
- 27. Online tutoring in Action - CFL 4
- 28. Online tutoring in Action - CFL 3
- 29. Online tutoring in Action - CFL 3
- 30. Online tutoring in Action - CFL 3
- 31. Impact of Online tutoring -video 1
- 32. Impact of Online tutoring -video 2
- 33. Survey - Benefit of Online Tutorial I feel more prepared for class after the tutorial. PACS SCC
- 34. Survey - Course Design The design/structure of the online tutorial is appropriate for this course. PACS SCC
- 35. Survey - Online Platform PACS It is easy to use the on-line platform. SCC
- 36. Survey - On-Line Tutors My tutor is well prepared for the tutorial. PACS SCC
- 37. Survey - Students Motivation The tutorials made me more interested in learning Chinese. PACS SCC
- 38. Reflection
- 39. Have higher motivation and enthusiasm to continue online tutoring Gain more confidence in teaching Chinese Raise the awareness of self-improvement in this field Be able to communicate with peers and teachers via emerging technology Student Teachers
- 40. Strength ● The online tutorials customize students learning experience. ● Students benefit from more language exposure. ● Tutors improved their online teaching skills.
- 41. Growth ● Try to plan ahead of time ● Understand students’ technology literacy level ● Establish a monitoring system ● Designate a master teacher for the tutors
- 43. Q & A
- 44. Yujen Lien lien@nttu.edu.tw Tsai-En Cheng tsaien.cheng@gmail.com Jenpei Chao jenpeichao@soundeducation.org Thanks for your attention!