Using a Virtual Learning Environment to Manage Group Projects: A Case Study

by: Yvonne Cleary, Ann Marcus-Quinn. International Journal on ELearning. Norfolk: 2008. Vol. 7, Iss. 4; pg. 60.

Abstract

Virtual Learning Environments (VLEs) are increasingly used by Higher Education Institutions to manage and enhance teaching and learning, and research.  Discussion, chat, scheduling, and other collaboration tools  make VLEs especially useful systems for designing and managing complex group projects.  In the spring  semester of 2006, students at the University of Limerick used a pilot version of the Sakai VLE to collaborate on a group project, which required them to design a piece of e-learning courseware.  They uploaded their e-learning course onto Sakai, and evaluated the Sakai system as part of a module on Information Management and Content Production.  Their evaluation reports demonstrated high expectations of the VLE, intolerance of technical glitches, but a positive overall response to the system.

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Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs

by Kristi Jauregi, Emerita Bañados.

ReCALL : the Journal of EUROCALL. Cambridge: May 2008. Vol. 20, Iss. 2; pages 183-207.

Abstract

This paper describes an intercontinental project with the use of interactive tools, both synchronous and asynchronous, which was set up to internationalize academic learning of Spanish language and culture.
The objective of this case study was to investigate whether video-web communication tools can contribute to enriching the quality of foreign language curricula, by facilitating a motivating virtual communication environment for purposeful interaction between non native and native speakers of Spanish to accomplish learning tasks. The project was carried out between a class of twenty Spanish as foreign language students from the University of Utrecht, The Netherlands, and a class of twenty Chilean trainee Spanish teachers from the University of Concepción, Chile. Students interacted weekly, over two months, in dyads and small groups making use of a video-web communication tool, Adobe Connect.
The video-web communication tool enabled synchronous interactions, during which participants could see each other while talking and sharing audiovisual documents on-line. A blog was also used to promote collaboration, reflection and exchange of ideas about issues raised during the synchronous sessions.
Qualitative data was collected through a questionnaire, analysis of recordings of learners’ interaction sessions and the project blog. Results show a positive impact on motivation and on learning outcomes, particularly regarding understanding of the use of language in given contexts, and of cultural issues.

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