Constructive or instructive approach? Which online pedagogy is better in a foreign language course?
Kazue Masuyama, California State University Sacramento, United States
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Over the past three years, a computer specialist and a language instructor collaboratively developed successful web-enhanced Japanese language courses through the use of WebCT, an interactive multimedia language learning system, and supplemental web pages. This study focuses on the delivery of activities such as online quizzes and Internet search, and examines how different pedagogical approaches, namely instructive and constructive approaches, impacted students' language learning. The qualitative analysis of survey and interview data revealed that students perceived both instructive and constructive approaches positively. Students viewed online quizzes and exercises (instruct approach) as an instrument to check their existing knowledge, something "easy" to engage into, and a useful tool to master basics such as vocabulary and conjugations. They also viewed Internet search activity (constructive approach) as a tool to build up their knowledge on Japanese culture, a way to establish comradeship with their classmates, and something to increase their motivation towards learning.
Masuyama, K. (2006). Constructive or instructive approach? Which online pedagogy is better in a foreign language course?. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1134-1141). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)