An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School

Authors

  • Kevin Oliver

DOI:

https://doi.org/10.11139/cj.29.2.269-296

Keywords:

virtual school, distance education, foreign language learning, teaching strategies, collaboration

Abstract

High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in Spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that reduced student perceptions of online foreign language courses might be increased by improving specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs.

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Published

2013-01-14

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Articles

How to Cite

Oliver, K. (2013). An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School. CALICO Journal, 29(2), 269-296. https://doi.org/10.11139/cj.29.2.269-296

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