The “Immersive Experience” in Language Learning: Student Perceptions, Experiences, and Transitions between Online and On-Campus Learning Environments

摘要

In this thesis I examine the various ways in which undergraduate students of German as a ForeignLanguage experience different learning environments (on-campus vs. online). Previous research hasfocused on how to design online courses to resemble traditional on-campus ones; factors thatinfluence online dropout and retention rates; and the effectiveness of new technologies bycomparing learning outcomes and student perception of online vs. on-campus courses. However, intoday’s universities, more and more students are taking a variety of online and on-campus coursessimultaneously and transition frequently between these two learning environments.My project focuses on three research questions: (1) how do students perceive the value andeffectiveness of an online language learning (OLL) environment and how do they think learningonline affects (or would affect) their learning process? How satisfied did they feel with the courseenvironments in which they studied? (2) How do they choose their preferred learning environment,and how do they see certain courses fitting into their study plans? and (3) how do they experiencetransitions between environments, and how prepared did they feel before and after the transition?I distributed a survey (157 responses) to all current students in German at the University ofWaterloo, Ontario, Canada, and completed 23 follow-up interviews. I have undertaken a qualitativestudy of the resulting data. Along with key findings from the wider “Geroline” project (incl. analysisof 10 years of student records) results indicate that the majority of students hold ambivalent ornegative views towards OLL. This was primarily due to perceived deficits in the interactivity,feedback, and motivation potential online courses offer, while students highly valued (to the point ofelevating the effectiveness of) the traditional face-to-face (F2F) learning environment. Studentsplaced a strong emphasis on the acquisition of oral communication skills and a desire for teacher-led,social, learning. Students in the sample therefore chose F2F as their default learningenvironment, and saw online learning as a less-desired and/or backup option. Students who took courses in both environments were much less satisfied with online courses, despite no detriment tolong-term student success (i.e. grades) being found in the statistical data. Transitions also did notappear to pose any significant hurdles to students as they described them; rather they adjusted wellto switching between course environments. Pedagogical implications for a program that combinesboth online and on-campus learning, as well as for course design in online environments, arediscussed, along with suggestions for improving the perception by students and faculty of OLL as aviable course option.