Escaping the large lecture hall: how to turn a large enrollment third-year Spanish grammar class into a hybrid / online class

• Autores: Adolfo Ausín
• Localización: MarcoELE: Revista de Didáctica Español Lengua Extranjera, ISSN-e 1885-2211, Nº. 18, 2014
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El propósito de este estudio es mostrar que un curso híbrido y/o completamente online puede ofrecer una alternativa eficaz para las clases con un alto número de estudiantes, para cursos de verano y/o para estudiantes no tradicionales. En nuestro caso, intentábamos escapar el formato de clase-conferencia y los desafíos que tal formato presenta como encontrar una manera de transmitir el material de clase a un número elevado de estudiante con éxito, mantener la interacción entre profesor-estudiante y entre estudiante-estudiante, y promover el aprendizaje activo. Este artículo describe y explica los pasos para desarrollar y enseñar las versiones híbridas y online de una clase de gramática de español del tercer año. Para ello se emplearon múltiples recursos tecnológicos, como Adobe Presenter, para transformar las presentaciones de PowerPoint en Flash, CLEAR Conversation y Skype para hacer video-conferencias asincrónicas y sincrónicas, Googledocs para la tarea en grupo, y la plataforma de la universidad para las actividades de práctica y las pruebas online. El programa Jing también se usó para caputar la imagen de la pantalla y hacer tutorías. Este ensayo incluye información detallada para que se puedan crear cursos similares.

  • English

    The purpose of this paper is to show that a hybrid and/or a fully online course can be an effective alternative for large enrollment classes, summer courses, and/or for non-traditional students. In our situation, we were trying to escape the big lecture hall and the challenges that such a format presents, like finding a successful way to deliver the material to a large number of students, keeping teacher-student and student-to-student interaction, and promoting active learning. This article describes and explains the steps involved in developing and teaching a hybrid and a fully online versions of a third-year Spanish grammar class. Multiple technological resources are employed: Flash Learning objects, such as Adobe Presenter, to transform PowerPoint presentations into Flash, CLEAR Conversation and Skype to have asynchronous and synchronous video conferencing, Googledocs for group homework, and the university�s Course Management System for practice activities and online quizzes, some of them including spoken language samples. The screen capture program (Jing) was also employed to create video tutorials. Detailed information is provided so that similar courses can be created.

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