The “Immersive Experience” in Language Learning: Student Perceptions, Experiences, and Transitions between Online and On-Campus Learning Environments
Year: 2016
Type: dissertation
Abstract: In this thesis I examine the various ways in which undergraduate students of German as a Foreign \nLanguage experience different learning environments (on-campus vs. online). Previous research has \nfocused on how to design online courses to resemble traditional on-campus ones; factors that \ninfluence online dropout and retention rates; and the effectiveness of new technologies by \ncomparing learning outcomes and student perception of online vs. on-campus courses. However, in \ntoday’s universities, more and more students are taking a variety of online and on-campus courses \nsimultaneously and transition frequently between these two learning environments. \nMy project focuses on three research questions: (1) how do students perceive the value and \neffectiveness of an online language learning (OLL) environment and how do they think learning \nonline affects (or would affect) their learning process? How satisfied did they feel with the course \nenvironments in which they studied? (2) How do they choose their preferred learning environment, \nand how do they see certain courses fitting into their study plans? and (3) how do they experience \ntransitions between environments, and how prepared did they feel before and after the transition? \nI distributed a survey (157 responses) to all current students in German at the University of \nWaterloo, Ontario, Canada, and completed 23 follow-up interviews. I have undertaken a qualitative \nstudy of the resulting data. Along with key findings from the wider “Geroline” project (incl. analysis \nof 10 years of student records) results indicate that the majority of students hold ambivalent or \nnegative views towards OLL. This was primarily due to perceived deficits in the interactivity, \nfeedback, and motivation potential online courses offer, while students highly valued (to the point of \nelevating the effectiveness of) the traditional face-to-face (F2F) learning environment. Students \nplaced a strong emphasis on the acquisition of oral communication skills and a desire for teacher-led, \nsocial, learning. Students in the sample therefore chose F2F as their default learning \nenvironment, and saw online learning as a less-desired and/or backup option. Students who took courses in both environments were much less satisfied with online courses, despite no detriment to \nlong-term student success (i.e. grades) being found in the statistical data. Transitions also did not \nappear to pose any significant hurdles to students as they described them; rather they adjusted well \nto switching between course environments. Pedagogical implications for a program that combines \nboth online and on-campus learning, as well as for course design in online environments, are \ndiscussed, along with suggestions for improving the perception by students and faculty of OLL as a \nviable course option.
Source: UWSpace (University of Waterloo)
Author: Sara Elizabeth Marsh
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2259340747