Student engagement in online language learning

A case study examining the online delivery of tertiary language courses

Kayo Nakazawa*

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Citations (Scopus)
71 Downloads (Pure)

Abstract

Since information communication technology has became broadly and easily available to the general public over the past decade, more and more educational institutions are offering online delivery of courses. The flexibility available with regard to time and place of study is the key attraction of online delivery, enabling a more diverse cohort of students to study university courses. It has been observed, however, that student retention rates and levels of engagement in courses are comparatively lower for online courses than for the same courses offered face-to-face. This study examines the pedagogical tools available for online delivery, such as discussion boards, voice recording tools, online quizzes and the recording of face-to-face classes on campus. The data for this case study is obtained from student comments taken from course evaluation surveys and individual student performances. It reveals how these on-line delivery tools are perceived by students and regarded as effective supporting tools for keeping them motivated and engaged in learning, as well as enabling them to feel like part of the learning community.

Original languageEnglish
Pages (from-to)405-414
Number of pages10
JournalInternational Journal of Learning
Volume16
Issue number7
Publication statusPublished - 2009

Bibliographical note

Copyright Common Ground and The Author/s. Article originally published in International Journal of Learning, Volume 16, Number 7, pp. 405-414. This version archived on behalf of the author/s and is available for individual, non-commercial use. Permission must be sought from the publisher to republish or reproduce or for any other purpose.

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