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  Effects of Interactive Chat versus Independent Writing on L2 Learning

Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong

Languae Learning & Technology Volume 18 Number 3 (October 2014)

 

Abstract: This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In the interactive condition, student pairs engaged in synchronous text-chat sessions, completing tasks designed to encourage interaction through information-, reasoning-, or opinion-gaps. In the individual condition, students completed comparable writing activities on their own. Language gains were assessed through vocabulary, writing, and speaking pre- and post-tests. Students in the interactive condition showed greater gains in vocabulary knowledge and oral production than students in the individual condition. Students in the interactive condition also produced more Russian types and tokens in their homework assignments than students in the individual condition, both at the beginning and later in the study. These results support the benefits of interactive homework for L2 learning and production.

Computers & Education Volume 77, August 2014

 

Abstract: As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. Analytical results show that the experimental group significantly outperformed the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy. Moreover, the experimental group, but not the control group, had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions. Additionally, the experimental group showed positive interest and high learning satisfaction.

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--- 转自芥末堆

Marjorie Vai, Kristen Sosulski

Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

Barbara Means, Marianne Bakia, Robert Murphy

Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts.

Call for Chapter Proposals

“This volume aims to bring together 15 original theoretical and empirical chapters that report on various issues related to teacher cognition and use of technology, as well as teacher-education and teacher learning.”

Important Dates

Jan. 30, 2015: Proposal submission deadline

Feb. 28, 2015: Notification of proposal acceptance

May 30, 2015: Full chapter submission

26-29 June 2015 in Madrid, Spain

“The EDM conference is a leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning processes.”