Course design considerations for online ESL: a journal investigation of the issues related to ESL online design while using two online design frameworks





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The purpose of this study was to uncover design concerns for ESL when transforming a face-to-face non-credit ESL course to an interactive online format. The primary data collection tool was the reflection journal which was informed by the Rubric for Online Instruction (California State University, Chico, 2003), the Design Principles for Distance Foreign Language Environments (Lai, Zhao, & Li, 2008) checklist, and discussions with a supervisor. The results from the two frameworks reveal areas of strengths and weaknesses by category/criteria. Most importantly, the data from the journal uncovered results with respect to the frameworks and other unexpected areas. The major findings showed these areas of concern for ESL online design: community building online readiness culture and interaction course design and accessibility with content and tools learning styles and interactions technology and time management support revisiting critical thinking activities and course/unit goals and LOs and student assessment - grading and participation.

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