Integrating VirtuaI Learning Environments

into BIended Learning Courses

The Necessary Evolution of Pedagogical Practices
Email: n.ticheler@londonmet.ac.uk
Microsite: http://ticheIer.bIogspot.com
Twitter: nvticheler
"New university and widening participation
BIended Learning policy at institutional level, use of
the Virtual Learning Environment (Weblearn)
No formal mechanism to collect students' feedback
on the VLE, apart from standard university module
questionnaires
Quality of the students' Iearning experience
Need for informed practice
Possibility, with minor modifications, to expand the
study to other languages and levels of the
programme
How do beginners and post-beginners
of French use the VLE at the targeted
institution?
What is their attitude towards it?
Do their level (beginners of post-
beginners), status (undergraduate,
post-graduate, external student etc...)
or lecturer have an impact on their
experience of the VLE?
Other subject descriptors
(age, gender etc...)
Context, RationaIe and Research Questions
Background Information
Institution-Wide Language Programme
Arabic, English, French, German, talian, Japanese, Mandarin Chinese, Portuguese
and Spanish
1 module = 1 semester = 15 credits at undergraduate level
3 hours per week for 12 weeks, supplemented by self-study on the VLE
nstitutional policies: bIended Learning approach, use of the VLE
$ampIing
All the beginners and post-beginners of French,
minus absentees and those who may opt out
(96 students)
Data coIIection tooIs
End-of-module university questionnaires
(source of preliminary data)
Self-completion questionnaires
(closed and open questions)
Follow-up interviews
A clear focus on students
A mixed approach to research, with a combined
quantitative and quaIitative treatment of data
$P$$
Analysis of open questions and interview data
What worked / did not work
Data CoIIection TooIs and AnaIysis
$ome Data .
"too many pictures, icons, folders . too many
materials to choose from
"Weblearn is self-contained and web-based: like it.
"There are a lot of materials to supplement what we
have done in class.
"t is useful: We can access the same materials in
class and at home.
" can manage my own learning.
"t is just my learning preferences . do prefer
working with the book.

" prefer the old way . spending time with the

teacher . knowing what the teacher thinks .
" like it . the teacher goes through
everything with us.
"The interface is good but would like more
guidance from the teachers.
" would like some guidance about what to
study and when.
"May be the teacher at the end of each class
could explain how to use Weblearn and where
to find materials.
". may be . somebody to help out with any
questions . somebody who will get back to
me quickly .
Comments from $tudents
Emerging Themes
Impact on pedagogicaI practices
Garrison & Vaughan (2008)
Garrison (2011)
NormaIisation
Bax (2003 & 2006)
Chambers & Bax (2006)
Notion of digitaI Iiteracies in our daily lives, in formal learning contexts and students'
habits
Ellis & Goodyear (2010)
Need for progression in steps and for scaffoIding
Five-stage framework (Salmon 2002)
Developmental model of effective e-learning (Sharpe & Beetham 2010)
Need to guide students
Ellis & Goodyear (2010)
Littlejohn & Pegler (2007)
Tammelin et al (2008 & 2011)
Walker et al (2010)
Give students an induction on how to use the VLE
(the various functions etc.). nclude some
information specificaIIy on how to use it for
Ianguages . and guide them throughout the
course
Make the VLE part of the routine both in and out
of cIass
TaIk about the VLE in cIass, tell students about
new materials and updates
Use if as a preferred channeI of
communication (announcements,
information on examinations etc .)
Make sure that class contents and materials
on the VLE are integrated
Seek feedback from students and
colleagues (evaluation and informed
practice)
Recommendations
NathaIie TICHELER
London MetropoIitan University
EmaiI: n.ticheIer@Iondonmet.ac.uk
Twitter: nvticheIer
$Iides and references avaiIabIe on
Microsite: http://ticheIer.bIogspot.com