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A Thematic Analysis of Language Learners’ Online Learning Experiences: Contents and Assessments

Table 1: 9- Dimensions of online learning design (Means et al., 2014)

Dimension Example values
Modality Fully online Blended with over 50% online but at least 25% FTF Blended with 25–50% online Web-enabled FTF
Pacing Self-paced (open entry and open exit) Class-pacedClass-paced with some self-paced elements
Student–instructor ratio < 35 to 1 36–99 to 1 100–999 to 1 > 1,000 to 1
Pedagogy Expository Practice environment Exploratory Collaborative
Instructor role online Active instruction online Small presence onlineNone
Student role online Listen or read Complete problems or answer questions Explore simulation and resources Collaborate with peers
Online communication synchrony Asynchronous and synchronous Asynchronous only Synchronous only None
Role of online assessments Determine if student ready for new content Tell system how to support the student (basis for adaptive instruction)Provide student or teacher with information about learning stateInput to grade Identify students at risk of failure
Source of feedback Automated Teacher Peers
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