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Enhancing Introductory Spanish Learning at UNC: A Hybrid Model Redesign

This presentation outlines a new hybrid model for introductory Spanish courses at the University of North Carolina at Chapel Hill. Led by Dr. Glynis Cowell and colleagues, it discusses the rationale behind redesigning course structures and the infrastructure necessary for effective learning. The pilot results indicate significant improvements in student engagement and cost savings, while a reallocation of resources allowed for enhanced tutoring services. Students benefit from a redeveloped learning environment featuring versatile classroom arrangements and community-focused interaction spaces.

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Enhancing Introductory Spanish Learning at UNC: A Hybrid Model Redesign

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  1. A New Model for Introductory Spanish University of North Carolina at Chapel Hill Dr. Glynis Cowell, Romance Languages Department Dr. Hosun Kim, Romance Languages Department Rob Moore, Romance Languages Department Bob Henshaw, Information Technology Services Erika Bagley, Psychology Department

  2. Presentation overview Redesign rationale Hybrid format description Pilot results Next steps Q&A

  3. Evolution of the UNC Spanish Language Learning Environment

  4. Reallocation of Funding • Work study students were used to handle FLRC staffing and Spanish drop-in tutoring hours • Allowed for expansion of services and cost savings

  5. Renovation of Infrastructure Pre-renovation: • Underutilized spaces • Computer lab with 20 computers • Poor lighting • Static room configurations • Ethernet connections

  6. Wireless access points were added and both of the projectors can be connected to wirelessly via a tablet PC. Renovated as a multi-purpose room, it now accommodates both the classroom instruction and peer group components of the course.

  7. Casual furniture was added to promote community in the peer conversation groups. Students use tablet chairs that allow for the room to be easily reconfigured for lecture or group work.

  8. FLRC Redesign • Renamed all of the rooms in the FLRC to be more intuitive • FLRC transitioned from Analog to Digital technology but had not renamed rooms in years. • Changed all of the FLRC signage to make it easier to find rooms; created a room directory • Redesigned website to make it easier to find information

  9. Assessment methodology • Self-selection issue • Student demographics, learning characteristics, and placement exam scores • Grading issues • Use of an outside grader • Common exam sections

  10. Student perceptions of skill areas

  11. Learning outcomes

  12. Student attitudes

  13. Sense of community Classroom Sense of Community Measure McKinney, 2006

  14. Cost savings 43% reduction in cost-per-student over 20 annual sections Fewer contact hours Re-use of course materials 50% reduction in classroom utilization

  15. Instructor’s feedback Instructors enjoyed the hybrid course because of the flexibility. The greatest challenge that instructors had with the hybrid course was maintaining contact and open communication with students. In response to this challenge, instructors worked extra hard to establish relationships with students. Instructors felt that overall students who had previous study of Spanish adapted more quickly to the model and exhibited more confidence in the course.

  16. Questions?

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