Enhancing English Language Support for Online Distance Learning Students at University of Edinburgh
DEVELOPING A PRE-SESSIONAL ENGLISH COURSE
FOR INTERNATIONAL DL STUDENTS:
A CASE OF E-VOLUTION
Tony Lynch
English Language Teaching Centre (ELTC)
University of Edinburgh
Outline
•
Background
•
Research and design
•
Materials
•
Pilot course: participation and evaluation
•
Conclusion
Background
•
Distance Education Initiative at Edinburgh
•
Online Distance Learning (ODL) Masters
programmes
•
Aim: equal number of ODL and on-campus
students within 10 years
English language support
Identified as priority for ODL students:
•
already access to ELTC in-session programme
•
but no equivalent of ELTC pre-sessional
programme
•
Online Academic Presessional Language
course (OPAL)
OPAL: initial plan
Pilot course summer 2013
•
Intensity
: 20-25 study hours over 5 weeks
•
Scope
: focus on academic writing
•
Level
: all students at or above English level for
programme
•
Aim
: to improve written accuracy and
appropriacy
Use existing ELTC materials?
Pre-sessional course:
Essay Writing
1.
Choosing your sources
2.
Evaluating your sources
3.
Integrating source material into your essay
4.
Structuring your essay
5.
Presenting cited sources
OPAL research and design
•
Two-year secondment to the Institute for
Academic Development at Edinburgh
•
OPAL: main secondment project (October
2012-September 2013)
O
E-learning and
e-tutoring
Feedback in
writing tuition
Second language learning
task design
OPAL
Manifesto for Teaching Online
“The possibility of the ‘online version’ is
overstated. The best online courses are born
digital”.
(MSc in e-Learning, University of Edinburgh)
Priorities from reading
•
Pre-sessional ODL students should practise
‘enabling’ on-screen communication
•
Different styles of interaction: Chat,
Discussion, more formal texts (staff)
•
Peer discussion as scaffolding for writing
•
Awareness-raising about local expectations –
e.g. netiquette, critical thinking
OPAL (re)design
1.
Introduction to e-Learning
self-introduction, collaboration, Net as academic
resource
2.
Online Academic Communication
netiquette; styles for Chat, Discussion, emails to staff
3.
Exploring Academic Language in Your Field
4.
Critical Reading and Writing
evaluation, citation, acknowledgment (plagiarism)
5.
e-Tools for Academic Writing
reference tools in Word,
Academic Phrase Bank
Spaces & activities
Materials
Week 3: Exploring Academic Language
•
Test
15
•
Read
5
•
Activity
15
•
Read
10
•
Discuss
30
Response to article on vocabulary learning
•
Read
10
•
Activity
15
•
Watch
15
•
Activity
30
•
Writ Journal
60
Reflection on week’s work
→ Tutor feedback
•
Discussion
15
Response to two Qs (reflections)
•
Chat
10
Pilot course
Participation
•
Introduction week
•
Discussion Board weeks 1-5
•
Writing Journal weeks 1-5
•
Mid-course questionnaire
•
End-of-course Evaluation (WJ5)
•
Goodbye
•
(Chat not calculated)
Evaluations
Week 5 writing task
In your final piece of writing, we want you to
evaluate OPAL. You should include the following:
•
summary
of what you have done and learned
•
evaluation
of the course (positive and
negative)
•
recommendations
for future (would you
suggest any changes?)
Students’ comments
•
Positive
79
•
Negative
6
•
Recommendations 8
what we had here was a
vibrant academic
discussion
forum, and it was
fun
indeed.
On a personal level, it
helped to sharpen
my analytical and critical thinking skills
. I
also discovered
how to read critically
. In
all, I found these aspects more interesting
because they challenged my intellect and
also
recognized my individuality as not just
a student among multitudes of students;
but more like a student with a voice
, who
is capable of having and expressing his
opinions to the entire academic
community. How nice!
On the whole, my evaluation of the course
is
a very positive one because it met all my
expectations personally and academically
and for this reason, I give kudos to the
course organizers and instructors. In
particular, I liked the
encouraging attitude
of the instructors, who maintained a
positive outlook throughout the course and
always
challenged the students to do more,
and be more.
I have had
the most educative journey
with
OPAL.
When it started, I did not think much of it.
The first week was
simple
and it
did not appear
like there was any academic work
. However, as
the weeks progressed, it became
more
challenging
and it involved
thinking at an
intellectual level
. I am
glad it was designed that
way
because
it got me acquainted to the
programme
before more technical academic
work was introduced.
Conclusions
Evidence of evaluations = OPAL met participants’
felt needs and concerns
In particular, reduced their worries about
starting their ODL Masters programmes
Positive effect of shift from conventional
academic writing towards e-communication
needs of beginning ODL students
Changes for 2014
Timing
•
2013 pilot: final feedback and Goodbye tasks
in University of Edinburgh’s Induction week
•
2014 course: will begin and end one week
earlier
Two versions of OPAL:
•
Pre-sessional
tutored
version, like 2013 pilot
•
Independent Study
version (OPAL-IS) with
‘comparator’ texts written by pilot students
Offering two formats: opens up pre-sessional
preparation to wider ODL audience
Any questions?
University of Edinburgh's English Language Teaching Centre developed an Online Academic Presessional Language course (OPAL) to support Online Distance Learning (ODL) students. The course focused on academic writing to enhance written accuracy and appropriacy, using existing ELTC materials. Research, design, and pilot testing were conducted to improve English language support for ODL students within the university's Distance Education Initiative. E-learning, e-tutoring, and feedback in writing tuition were key components of the course, aligning with the manifesto for teaching online. The aim was to provide ODL students with practical skills for successful online learning environments.
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DEVELOPING A PRE-SESSIONAL ENGLISH COURSE FOR INTERNATIONAL DL STUDENTS: A CASE OF E-VOLUTION Tony Lynch English Language Teaching Centre (ELTC) University of Edinburgh
Outline Background Research and design Materials Pilot course: participation and evaluation Conclusion
Background Distance Education Initiative at Edinburgh Online Distance Learning (ODL) Masters programmes Aim: equal number of ODL and on-campus students within 10 years
English language support Identified as priority for ODL students: already access to ELTC in-session programme but no equivalent of ELTC pre-sessional programme Online Academic Presessional Language course (OPAL)
OPAL: initial plan Pilot course summer 2013 Intensity: 20-25 study hours over 5 weeks Scope: focus on academic writing Level: all students at or above English level for programme Aim: to improve written accuracy and appropriacy
Use existing ELTC materials? Pre-sessional course: Essay Writing 1. Choosing your sources 2. Evaluating your sources 3. Integrating source material into your essay 4. Structuring your essay 5. Presenting cited sources
OPAL research and design Two-year secondment to the Institute for Academic Development at Edinburgh OPAL: main secondment project (October 2012-September 2013)
E-learning and e-tutoring Feedback in writing tuition O OPAL Second language learning task design
Manifesto for Teaching Online The possibility of the online version is overstated. The best online courses are born digital . (MSc in e-Learning, University of Edinburgh)
Priorities from reading Pre-sessional ODL students should practise enabling on-screen communication Different styles of interaction: Chat, Discussion, more formal texts (staff) Peer discussion as scaffolding for writing Awareness-raising about local expectations e.g. netiquette, critical thinking
OPAL (re)design 1. Introduction to e-Learning self-introduction, collaboration, Net as academic resource 2. Online Academic Communication netiquette; styles for Chat, Discussion, emails to staff 3. Exploring Academic Language in Your Field 4. Critical Reading and Writing evaluation, citation, acknowledgment (plagiarism) 5. e-Tools for Academic Writing reference tools in Word, Academic Phrase Bank
Materials tasks written on Learn attached documents (ELTC) links to Edinburgh websites and resources links to external good quality websites Variety
Week 3: Exploring Academic Language Test Read Activity Read Discuss Read Activity Watch Activity Writ Journal 60 Reflection on week s work Tutor feedback Discussion 15 Response to two Qs (reflections) Chat 10 15 5 15 10 30 Response to article on vocabulary learning 10 15 15 30
Participation Introduction week Discussion Board weeks 1-5 Writing Journal weeks 1-5 Mid-course questionnaire End-of-course Evaluation (WJ5) Goodbye (Chat not calculated)
MQ 1 INTRO D1 W1 D2 W2 D3 W3 D4 W4 D5 W5 Bye Tot 1 1 1 1 1 1 1 1 1 1 1 0 11 Student 1 1 1 1 1 1 1 1 1 0 1 0 1 0 9 Student 2 0 1 1 0 0 0 0 0 0 0 0 0 0 2 Student 3 1 1 1 1 1 1 1 1 1 1 0 1 0 10 Student 4 1 0 1 1 1 1 1 1 0 1 0 1 0 8 Student 5 1 1 1 1 1 1 1 1 1 0 1 1 0 10 Student 6 1 1 1 1 1 1 1 1 1 1 1 1 0 11 Student 7 0 1 0 0 0 0 0 0 0 0 0 0 0 1 Student 8 0 1 1 0 0 1 0 1 0 0 0 0 0 4 Student 9 1 1 1 1 1 1 1 1 1 1 1 1 1 12 Student 10 0 1 1 1 1 1 1 0 0 0 0 0 0 6 Student 11 1 1 1 1 1 0 1 1 1 1 1 1 1 11 Student 12 1 1 1 0 1 1 1 1 1 1 1 1 1 11 Student 13 1 1 1 1 1 1 0 0 0 1 1 1 1 9 Student 14 1 1 1 1 1 1 1 1 1 1 1 1 1 12 Student 15 1 1 1 1 0 0 0 1 0 0 0 1 0 5 Student 16 15 15 12 12 12 12 11 12 8 10 8 12 5
Week 5 writing task In your final piece of writing, we want you to evaluate OPAL. You should include the following: summary of what you have done and learned evaluation of the course (positive and negative) recommendations for future (would you suggest any changes?)
Students comments Positive Negative Recommendations 8 79 6
what we had here was a vibrant academic discussion forum, and it was fun indeed. On a personal level, it helped to sharpen my analytical and critical thinking skills. I also discovered how to read critically. In all, I found these aspects more interesting because they challenged my intellect and also recognized my individuality as not just a student among multitudes of students; but more like a student with a voice, who is capable of having and expressing his opinions to the entire academic community. How nice!
On the whole, my evaluation of the course is a very positive one because it met all my expectations personally and academically and for this reason, I give kudos to the course organizers and instructors. In particular, I liked the encouraging attitude of the instructors, who maintained a positive outlook throughout the course and always challenged the students to do more, and be more.
I have had the most educative journey with OPAL. When it started, I did not think much of it. The first week was simple and it did not appear like there was any academic work. However, as the weeks progressed, it became more challenging and it involved thinking at an intellectual level. I am glad it was designed that way because it got me acquainted to the programme before more technical academic work was introduced.
Conclusions Evidence of evaluations = OPAL met participants felt needs and concerns In particular, reduced their worries about starting their ODL Masters programmes Positive effect of shift from conventional academic writing towards e-communication needs of beginning ODL students
Changes for 2014 Timing 2013 pilot: final feedback and Goodbye tasks in University of Edinburgh s Induction week 2014 course: will begin and end one week earlier
Two versions of OPAL: Pre-sessional tutored version, like 2013 pilot Independent Study version (OPAL-IS) with comparator texts written by pilot students Offering two formats: opens up pre-sessional preparation to wider ODL audience
