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SETTING UP AND RUNNING A SUCCESSFUL ONLINE LANGUAGE COURSE

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SETTING UP AND RUNNING A SUCCESSFUL ONLINE LANGUAGE COURSE. IH DOS Conference – London 2013. UNDERSTANDING AND MANAGING 3 COMPONENTS. THE CLIENT. Successful online language course. THE TUTOR. THE MATERIALS. 1.1. THE CLIENT – Individual learning style. Linear, systematic? Chaotic?

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UNDERSTANDING AND MANAGING 3 COMPONENTS

THE CLIENT

Successful online language course

THE TUTOR

THE MATERIALS

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1.1. THE CLIENT – Individual learning style

  • Linear, systematic?
  • Chaotic?
  • Carefree
  • Intimidated

@aCliltoClimb

@purple_steph

@mkofab

Photos taken from http://flickr.com/eltpics, used under a CC Attribution Non-Commercial license, http://creativecommons.org/licenses/by-nc/3.0/

@arzuteacher

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1.2. THE CLIENT – National / Regional cultural influences

Geert Hofstededefines national culture as “those things that are shared by people who grew up in the same forest”.

  • High power distance vs Lower power distance
  • Individualism vs Collectivism
  • Uncertainty avoidance
  • Masculinity (competitiveness, assertiveness, ambition, power, materialism) vs Femininity (value on relationships and quality of life)
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Suggests the need for a highly structured course with lots of support

Need to be aware of the need to encourage students to ask questions, and be diplomatic with feedback for students in positions of responsibility

http://geert-hofstede.com/spain.html

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1.3. THE CLIENT – Institutional / Corporate culture

What are the training manager’s expectations?

How much experience does the training manager have in organising online courses?

How does this affect the students and their expectations?

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THE MATERIALS

  • What factors might influence your choice of materials?
  • Time
  • Expertise
  • Budget restraints
  • Continuity
  • Objectives of course
  • Customisation
  • Subsidised courses (fulfil requirements of funding organisation?)
  • Specific requirements
  • Platform (easy to use? Intuitive? Clear for students, tutors and administrators?)
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3. THE TUTOR

The role of the tutor will depend on the materials you use.

Track progress, provide support and encouragement

Help students with writing and speaking skills by providing feedback, moderating, answering questions and giving remedial support

Create course content, deliver course content in groups or 1-to-1

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3. THE TUTOR

  • Define the tutor’s role (job description and person specification)
  • Consider:
  • Rate of pay
  • Experience
  • Interest

Organise a comprehensive training programme

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SUPPORT

THE CLIENT

Successful online language course

THE TUTOR

THE MATERIALS

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SUPPORT

  • Support for clients
  • Pre-course
  • Face-to-face presentations or webinars
  • Information documents
  • Recommendations for Training Manager
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SUPPORT

  • Support for clients
  • During the course– help documents
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SUPPORT

  • Support for clients
  • During the course
  • Technical support
  • Helplines
  • Tracking and support – in L1 if possible at low levels (email and telephone / skype)
  • Reminders of deadlines
  • Reports and action points to Training Manager
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SUPPORT

  • Support for tutors
  • Welcome messages
  • Tutor manuals
  • Clear guidelines
  • Email and skype / phone support for issues e.g. difficult students, problem tutorials, other incidents
  • Reminders of deadlines
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SUPPORT

THE CLIENT

Successful online language course

FEEDBACK

THE TUTOR

THE MATERIALS

MATERIALS PROVIDER

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FEEDBACK & Ending the course

  • Questionnaire
  • Report sent to:
    • Training managers
    • Tutors
    • Net Languages production team
  • Results and certificates sent to students with indication of how can continue studying
  • IMPORTANT: Congratulate the client and the training manager on how well they have done!
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CONTACT DETAILS

Fiona Thomas

[email protected]

Blog (powerpoint):

http://fionacthomas.wordpress.com

Twitter:

@FionaTT

References

http://geert-hofstede.com

http://vimeo.com/29036835

ELTpicshttp://www.flickr.com/photos/eltpics/

www.netlanguages.com

IH DOS Conference – London 2013

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