The University of Southampton
Courses

LING6019 E-Learning for English Language Teaching

Module Overview

The module has 4 blocks. The first two blocks move you from an analysis of theoretical approaches and underpinning of online learning, to its application in the design of online courses and learning environments. In the second half of the module the focus will be on teaching and learning activities in an online course setting and the relevant skills and competences for e-tutors and e-learners.

Aims and Objectives

Module Aims

• present and analyse models of e-learning • allow you to explore the relationship between pedagogy and technology • address issues related to the design, development and presentation of online courses • enable you to conceptualise and recognise the practical implications of the changing roles and activities of e-tutors and e-learners • allow you to reflect on your face to face learning and teaching experience, and identify necessary changes in terms of knowledge, skills and attitude for effective online teaching and learning

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • The nature of e-learning and relevant theories of learning and online learning
  • The online learning environment and the options and resources involved in designing virtual learning environments
  • Principles of online materials and activities design
  • E-tutor skills and competences
  • E-learner styles, strategies and e-learning skills
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Communicate work and ideas in e-learning in a variety of written formats, through synchronous and asynchronous computer mediated communication
  • Identify, select and use critically in professional communication a range of reference resources, printed and electronic
  • Use ICT skills appropriately in e-communication, the presentation and discussion of work, teaching/learning issues, and online moderation and management of learners
  • Demonstrate interpersonal and collaborative skills in the presentation of work, online tutorial and workshop discussions, planning and development of group projects, and peer support
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • Critically compare and assess face to face and e-learning approaches and practices in language teaching
  • Explain the changing roles of teacher and learner in an online environment
  • Explore the relationship between pedagogy and technology
  • Relate your prior professional experience to current theories and debates on e- learning
  • Analyse and reflect on your own e-practice
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • Plan online courses and learning environments
  • Design materials and activities for different online course groups
  • Moderate and manage e-learners
  • Identify and evaluate a range of digital resources for online groups
  • Communicate appropriately through Computer Mediated Communication

Syllabus

The module has 4 blocks. The first two blocks move you from an analysis of theoretical approaches and underpinning of online learning, to its application in the design of online courses and learning environments. In the second half of the module the focus will be on teaching and learning activities in an online course setting and the relevant skills and competences for e-tutors and e-learners.

Special Features

In a traditional module, contact time would typically be with materials, tutor, and fellow participants, all in a classroom setting. Online learning is self-instructional learning and there are no classes as such. A large degree of responsibility for and control over your learning rests with you. However, it is important to help you to structure your study time and we do this through two important online forms of contact or interaction. Tasks and feedback which help you to preview, focus, check on or explore issues related to your independent study reading are one form of possible contact time, taking up 3 hours a week. There will also be a 2 hour weekly asynchronous forum of discussion, presentation and interaction tasks, moderated by tutors and providing important opportunities for interaction with tutors and peers. Knowledge and understanding of approaches to grammatical analysis and critical applications to grammar teaching practice will be developed through readings, learning object tasks and lectures, and forum discussion and associated practical and investigative tasks. Your critical, analytic and evaluative skills will be developed in tutor-led discussion forums, related tasks and readings. The various modes of synchronous and asynchronous communication will help you to develop your presentational, interactional, resource management and evaluative skills. Your portfolio will demonstrate your ability to analyse grammatical forms and functions and to use your language awareness and analytic skills in the development of classroom approaches, materials and activities for grammar teaching.

Learning and Teaching

Teaching and learning methods

Teaching methods include • Online tutor led discussion forums • Interactive tasks in topic learning objects • E-microteaching activities • Presentations and lectures via podcasts/audio/video files • Synchronous chat/small group discussions Learning activities include: • Reading key texts • Accessing online resources • Participating in online forums • Private study, research and reflection • Action research and reporting/presentation in forums

TypeHours
Independent Study75
Teaching75
Total study time150

Resources & Reading list

S Bennett, D Marsh & C Lillen (2007). Handbook of Online Education. 

G Salmon (2001). The Key to Teaching & Learning Online. 

A Inglis P Ling & V Joosten (2002). Delivering Digitally. 

A Joliffe, J Ritter and D Stevens (2001). The Online Learning Handbook. 

P Maier & A Warren (2000). Integrating Technology in Learning and Teaching. 

G Salmon (2002). The Key to Active Online Learning. 

D Garrison & T Anderson (2003). E-learning in the 21st century. 

D Laurillard (2002). Rethinking university teaching: a framework for the effective use of educational technology. 

J Stephenson (2001). Teaching and Learning Online: Teaching with New Technologies. 

Assessment

Assessment Strategy

Assessments designed to provide informal, on-module feedback • Online forum discussion tasks and participation • Online feedback on learning object tasks and activities • Online ‘chat’ discussions with tutors

Summative

MethodPercentage contribution
Essay  (2500 words) 60%
Essay  (2000 words) 40%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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