Application and integration of e-learning framework: Utilization of standardized LMS and video streaming technologies for language learning

ABSTRACT

The next generation multi-modal media enables the merging of the language and the sensory media, allowing the transformation of expression and its content. It transcends the traditional way of expression by relying not on meta-language but on meta non- language as a mode of communication. Its impact on communication is self-evident; however, what the impact entails needs further research. Our research project focuses on the application of the next generation media in education. Based on an English e-learning model for Japanese educational context, we investigate how different technologies impact the e-learning framework and its experience.

Key words: English academic writing, e-learning, video streaming technologies, LMS, language learning, modes of communication,

1. INTRODUCTION

This paper presents a model for on-line communication relevant to the e-learning field, in general, and to cross-cultural language instruction in particular. The model defines three modes of communication, namely script-based, semiotic and verbal. The different types of internet communication fit into one or sometimes more than one of these categories. For example a chat system, while formally script-based, shares important features with verbal communication for example in that it is synchronous, different from pre-internet script communication which was mostly asynchronous. This theory, and its application were borne out of an international e-learning project between two major universities; one in the United States and the other in Japan. In the context of teaching academic English to Japanese students, lack of language proficiency made depending on only one or two of the modes of communication insufficient. Therefore, it is assumed that in language learning, different technologies need to supplement non-language mode of communication to support both language learning.

The purpose of this study is to develop English academic writing curriculum and explore the possibilities of the next generation media for its further integration into language e-learning framework. In order to investigate how different technologies allows e-learning experiences that support three modes of communication, PC screen sharing technology and Learning Management System (LMS) were selected for mixed mode curriculum. The study shows how such application and integration impact educational experiences.

2. METHODOLOGY

In the pilot study, ten graduate students preparing for an international symposium and two English instructors participated in hybrid on-line course which lasted for one month. The selected students were non-native English speakers with intermediate language proficiency level. In the study, each graduate student interacted with the e-learning platform according to four different stages of learning experience. The four stages were: 1) accessing the web- based digital content through LMS 2) delivering presentation which was individually video recorded and streamed on-line using PC screen sharing technology 4) receiving feedback from two English instructors created via streaming video authoring tool. Each student participant received video file feedback from the instructors on their English abstract, power point slide and actual presentation files. Based on the feedback, students delivered presentations at an international symposium.

3. APPLICATION

3.1 Learning Management System

Content and platform provider, Universitas Course Management Systems (UVCMS) in collaboration with Keio University created web based digital content and provided reading materials available on-line for participants` self study purposes. The digital content was available through a learning management system, a customized e-learning platform, which conformed to SCORM standards. The students were allowed free access to the LMS, which provided them with functions such as e-mailing, discussion board, video contents, and individual file system along with four weeks of digital content which described how to deliver English presentations at professional settings. LMS allowed students accessibility and flexibility of the learning experience. The participants were to submit documents created using the LMS.