Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

When it comes to teaching world languages, conventional wisdom says we should provide as many contact hours as possible. After all, how will students produce output in the target language if they do not have a chance to congregate with their peers and practice it? With e-learning we face additional challenges: student schedules (especially if our students are adult distance learners) and the lack of a physical space both inhibit the traditional notion of “contact hour” and put into question the success of building classroom community. However, these should be viewed as assets; I argue that an asynchronous format for the online language course has numerous benefits to effectuate a complete shift in learning agency: the asynchronous online language course makes for a student-centered format in which the learners are in charge of their own knowledge. I discuss design tips and best practices for an asynchronous online language course, ways to ensure that students are aware of self-regulated learning, and what tools and activities can be implemented so that students build community as well as excel in the development of their oral skills and listening comprehension in the target language. The asynchronous online classroom is always available and extremely flexible; it enables, in effect, students to study Spanish on their time while still being able to interact and engage with their peers on a daily basis.