Tertiarylevel Online Education in English Language Education in China

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Tertiary-level Online Education in English
Language Education in China

• Tensions and Implications

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Acknowledgement

• The research this presentation is based on is
  part of the overarching research project
  (Workpackage 2) of Sino-UK e-Learning Programme
  sponsored by MoE (China) and HEFCE (UK).
• We would like to extend our gratitude to Prof. Gu
  Yueguo (China) and Prof. David Wood (UK) for
  their guidance and support to our research.
• This presentation is a secondary analysis of the
  three papers by Cao, Wang and Tang in Exploring
  Online Education (Gu, 2004).

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Part I
Resource Development and Provision Tensions
and Implications
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Issues Under Survey

• Resource development system
• Curriculum design
• Materials design
• Courseware design
• Resource modes
• Resource delivery
• Resource utilization

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Tension 1
An assembly-line resource production and delivery
model
A one-team resource production and delivery model
vs.
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Tension 1 -- Findings
An assembly-line model
Materials developers (or a print textbook)
Multi-media resource developers
Courseware developers
Study package
Tutors
Learners
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Tension 1 -- Discussion

• What is behind this?
• A cross-institutional infrastructure
• A lack or even ignorance of learner and
  tutor-support provision at the delivery stage
• What might be the consequences?
• High negotiation cost
• Tensions among pedagogy, technology and
  practicality
• Prolonged production period
• A deflation or distortion of the intended aims
• A mismatch of what is intended and what is needed

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Tension 1 -- Implication
A one-team model


Materials developers
Materials developers
Multi-media resource developers
Multi-media resource developers
Resource Production
Resource Delivery
Courseware developers
Courseware developers
Tutors
Tutors
Learners
Learners
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Tension 2
An simplistic transference of on-campus materials
to online delivery
Specially- developed materials for online delivery
vs
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Tension 2 -- Findings
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Tension 2 -- Findings
A simplistic transference model
An on-campus print textbook
Tutorials in VCD, CD-ROM or online
Supplemented
Supplemented or embedded
An on-campus print textbook
Its e-version textbook in CD-ROM or online
Tutorials in VCD, CD-ROM or online

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Tension 2 -- Discussion

• What is behind this?
• A misinterpretation of equality
• Time, human resource, and budget constraints
• Confusion of online learning with online
  education
• What might be the consequences?
• Learning difficulties
• Segmentation of the study package
• Failure to meet learners needs

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Tension 2 -- Implication
A special-development model

Online-based, print supplemented

• A course design (a big C ) aims to support the
  learners at four layers
• Computer and Internet skills
• Language learning skills
• Autonomous learning skills
• Affective components

Visual or voice-driven, text supplemented
Task-based learning, tracking and monitoring
online
Community-based learning online
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Tension 3
An intensive investment in e-resource production
Learners low enthusiasm and utilization
vs.
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Tension 3 -- Findings
An intensive investment

• Studios for video or audio shooting
• Hard and software for courseware production
• Platform development and maintenance
• Technicians and academics

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Tension 3 -- Findings
Learners Preference
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Tension 3 -- Findings
1. Print 2. TV 3. Radio 4. Net conference 5.
Audio tapes 6. Video tapes 7. CD 8. MP3 9.
VCD/DVD 10. CD-ROM 11. Online courseware 12.
E-libary
No provision Top 2
No knowledge of Top 2
Never use Top 2
Seldom use Top 2
Frequent use Top 2
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Tension 3 -- Discussion

• What is behind this?
• Computer or Internet access difficulty? (98.7
  have access 65.4 broad-band)
• Financial reason?
• Lack of orientation?
• Print-based learning habits?
• A simplistic transference?

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Tension 3 -- Implication
A product that can do things a print-textbook
or even a tutor can not do!
Visual and sound presentation
A courseware and platform in one product that
can communicate with, guide, support a learner
around the clock!
Hyperlinks
Personal archive management
Progress tracking and monitoring
Structured information
Community learning
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Part I SummaryResource development and provision

• An assembly-line model vs. a one-team model
  in resource development and provision
• A simplistic transference of on-campus materials
  to online delivery vs. specially developed
  materials for online delivery
• An intensive investment in e-resource production
  vs. learners low enthusiasm and utilization