A lecture by Fernando Rubio
Co-Director of the Second Language Teaching and Research Center
Director of Online Curriculum Enhancement and Innovation
University of Utah
Monday, November 7, 2016
DCAL - Baker 102
Pre-talk chat: 3:00-4:00 pm
Talk: 4:00-5:30 pm
Registration for this event is required. Please register on the DCAL website.
Much has been written about interaction in online courses, particularly from the perspective of the Community of Inquiry (CoI) framework. However, there is not much research looking at blended courses and how the combination of two delivery methods affects the approach of teachers and learners to the learning process and how the patterns of interaction may differ from those common in fully online or fully face-to-face courses. This talk describes a study that investigates interaction in a multi-section introductory language course taught in a 50/50 blended format. The study looks at teaching presence (the design, facilitation, and direction of collaborative inquiry) and teacher-student interactions during the face-to-face component of the course, and investigates patterns of student interaction with the online component. The study has two main goals: a) to assess potential correlations between teaching presence and course success; and b) to look at how patterns of student interaction correlate with student success.
Fernando Rubio is an expert in the area of Applied Linguistics and Teaching Methodologies, and his research focuses on technology-enhanced language learning and teaching. He is currently an Associate Professor of Spanish Linguistics at the University of Utah, where he is also Co-Director of the Second Language Teaching and Research Center and Director of Online Curriculum Enhancement and Innovation.
Sponsored by the Department of French and Italian, the Department of Spanish and Portuguese, and the Associate Dean of Arts and Humanities, Dartmouth College.