Virtual Learning Environments, blended

learning and the student experience

A pilot study among beginners and post-beginners of Japanese on

the Open Language Programme at London Metropolitan University

Nathalie Ticheler
London Metropolitan University
n.ticheler@londonmet.ac.uk
http://www.londonmet.ac.uk/olp
http://ticheler.blogspot.com
 The Open Language Programme

• Institution-Wide Language Programme

• Arabic, English (business and general), French, German, Italian,

Japanese, Mandarin Chinese and Spanish

• 1 module = 1 semester = 15 credits at undergraduate level

• 3 hours per week for 12 weeks, supplemented by self-study

(Virtual Learning Environment “Weblearn” and specially-tailored
materials)

• Blended learning approach


 Background information

• A focus on students’ • 67% use weblearn away from

experience and own the university
reported accounts

• 52% of beginners and

• 34 student self-completion 77% of post-beginners
questionnaires spend less than one hour
21 beginners per week on weblearn
13 post-beginners

• Subject descriptors
Behavioural and attitudinal
data
Open and closed questions

• Student learning logs

Data from the VLE’s
tracking function
Satisfaction with Weblearn
Announcements
Use of web links
Interest in additional features
 Students’ comments

 “Weblearn is useful to improve  “Weblearn is very good but I

my Japanese: it has like to choose my own
everything materials.”
I want to learn.”

 “Weblearn is good but I prefer

 “Weblearn materials need to hard copies of materials.”
match up more closely with
what we do in class.”
 “I prefer to work with the book
and my lecture notes.”
 “Weblearn is not necessary:
the teacher gives us
handouts.”  “I like weblearn but I tend to do
more independent study.”
 “Weblearn is not very
diversified.”  “Weblearn is interesting and
fun. It makes me enjoy the
course.”
 “I do not like the layout.”
 Recommendations
 Take action to boost normalisation
of VLE
Give a demo as the first session
Use in lesson time (show new
contents, messages, upload
materials to use during lessons,
integrate with study skills)
Update contents regularly (new
materials, blogs etc...)
Link the use of built-in
communication tools to in-class
activities, “homework” or
assessment
Make use of the module home
page on weblearn
Use as a preferred channel of
communication
 Evaluation
Seek regular feedback from
colleagues and
students...and make
modifications
as required
 Training...and time
Give training opportunities
to teaching staff, but also
time to reflect and enough
space to develop areas
which best meet their
perceived needs
