Session Information
06 SES 09, E-learning 2.0
Paper Session
Contribution
Blended learning as a sensible blend of face-to-face education and e-learning components has been implemented efficiently in many language learning programs. Social networks such as facebook have become popular for people across the globe to communicate with each other recently. Modern language programs can utilize this popularity and integrate appropriate components successfully into existing curricula and syllabi of blended learning programs. This paper shows practical examples of how the didactic approaches of a tertiary English language curricula, and English for Specific Purposes (ESP) curricula were adapted to integrate social networking via facebook into existing blended learning programs. The integration of multi-media components, messaging, wall-posting, notes-functions, and others of the social networks, as well as the possibility to network with people from just about any place in the world has created a new learning opportunity in terms of communication, and cultural understanding. Social networks can be highly motivating as they can facilitate personally meaningful learning by establishing new friendships across the globe, negotiating communication styles, and expanding communication skills. This paper also discusses the necessity to identify clear learning objectives that include the role of the social networks, and shows how to give clear instructions to participating students. Assessment has shown that there is a higher achievement when personal interaction is a key demand of successful completion of a language course. A critical look on the limits of social networks for specific learning purposes is also given. For example, online communication in a virtual environment can never fully replace face-to-face communication in a real-life environment. Conclusions are drawn based on case studies of courses taught in this approach at Carinthia University of Applied Sciences in Europe, and at the University College of Teacher Education in Austria. This session will demonstrate how social networks can be adapted to make language learning more fun, more efficient, and sustainable. It will also give an outlook on how the increasing number of smart-phones makes social networks even more mobile and versatile when applied in modern language learning
Method
Expected Outcomes
References
Boase, J., Horrigan, J., Wellman, B., and Rainie, L. (2006). The Strength of Internet Ties: The internet and email aid users in maintaining their social networks and provide pathways to help when people face big decisions. techreport. Corbin, J., Strauss, A. (2008). Basics of Qualitative Research 3e. Thousand Oaks, Ca: Sage. Hamel, J. (with Dufour, S., & Fortin, D.). (1993). Case study methods. Newbury Park, CA: Sage. Mack, D., Head, A., Roberts, B., and and Rimland, E.. (2007). Reaching Students with Facebook: Data and Best Practices. Electronic Journal of Academic and Special Librarianship, 8 (2). (journal article)
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