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Learners' Perspectives on Incorporating Drupal and Web 2.0 Tools in a Blended-learning Chinese Classroom
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, University of Illinios at Urbana-Champaign, United States ; , , University of Texas at Austin, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study is a report on the incorporation of Web 2.0 in a blended-learning Chinese class at a State University in the Midwest in the United States. To facilitate Chinese learners’ learning without time and location constraints, a Drupal content management system was incorporated in a traditional face-to-face Chinese class to create an online instructional component. A survey was conducted in the last week of the coursework to investigate learners’ perspectives on the effect of the blended learning Chinese class and the application of the on-line learning platform. Findings indicate that most students felt positive about the interactivity of the Web 2.0 tool (blog, wiki, forum, YouTube) and agreed that the blended-learning design increased their motivation for learning Chinese.

Citation

Lin, C.Y., Huang, C.K. & Chiang, Y.h. (2009). Learners' Perspectives on Incorporating Drupal and Web 2.0 Tools in a Blended-learning Chinese Classroom. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4223-4228). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2019 from .

Keywords

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Cited By

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    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2025–2034

  2. Future Trends in Chinese Character Teaching: Use of Embodiment and Technologies in Classrooms

    Ming-Tsan Lu, Chi-Ying Wu, Cameron Fadjo & John Black, Teachers College, Columbia University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2485–2492

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