Abstract
The implications of online teaching on course design are far-reaching. A coherent, humanistic perspective on course content and delivery, thoughtful choices of course materials and modes of assessment provides the basis for a quality, inclusive learning environment. When teaching French as a second language courses in a synchronous format, content and skills can be presented in a new context through differentiated instruction supported by carefully selected digital tools. The proposed dialogic strategies align well with the variety of learning styles, motivations and interests of 21st century undergraduate students and promote the development of soft skills through active listening, oral communication and written expression. The strategies discussed in this paper focus on designing online course content (online text, videos, audios) that integrates meaningful dialogue and allows time for students’ questions, concept clarification and discussions in Blackboard supported tutorials. With key themes presented in a scaffolded sequence, the instructor will guide students to build a social presence through oral and written online interaction as they participate in synchronous activities and formative assessments. In intermediate and advanced French courses, the contextual information provided through online authentic materials and presentations will further develop linguistic and cultural competence. Self-correction short quizzes and self-evaluation activities will decrease students’ anxiety when communicating in French, while allowing them to monitor their own progress throughout the course. In addition, the implementation of an online discussion forum where students write entries regularly will ensure team building and collaboration.
Presenters
Marie-Anne VisoiAssociate Professor, Teaching Stream, Department of French, University of Toronto, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
ONLINE LEARNING, DIALOGIC TEACHING, HIGHER EDUCATION, TEACHING STRATEGIES, FORMATIVE ASSESSMENT
