Blended learning models for core French instruction

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Issue Date
2014
Authors
Mark, Justin K.
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Abstract
Recognizing the potential of both online and face to face learning opportunities this project examined the implementation of blended learning courses in both the traditional and online core French 9 classrooms. It addressed the critical question: how can student engagement and community be fostered in a blended learning program for core French 9 students who are learning in either a traditional classroom or at a distance? The project resented three courses designed to meet the learning outcomes of the British Columbia Core French 9 curriculum. The first two courses represented a model for blended learning in the traditional classroom. The first course presented a model centered around a paperless class using online portfolios and integrating the use of online learning tools to supplement face to face teaching strategies. The second course was built around a central inquiry question and attempted to integrate ubiquitous access to technology into the traditional classroom settings. It was also designed around the integrated use of a closed social media community. The third course was designed for students working primarily from a distance, and attempted to integrate and promote aspects of face to face learning to engage and foster a greater sense of community among learners. Results from the beta testing indicated the need for flexibility and student choice when balancing blended activities. The results also affirmed the benefits of an inquiry model and ubiquitous integration of technology in the classroom. Final conclusions of this project suggested that a face to face classroom blended approach may be better suited to addressing student engagement and community than a blended online model.
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