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      <title>Zhenglin Shan: TBLT WEEK 10 by shan zhenglin</title>
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      <pubDate>2018-12-01 00:28:06 UTC</pubDate>
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         <title>References</title>
         <author>shanzhenglin</author>
         <link>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014530</link>
         <description><![CDATA[<ul><li>Bergstrand, K., &amp; Savage, S. (2013). The Chalkboard Versus the Avatar: Comparing the Effectiveness of Online and Inclass Courses. <em>Teaching Sociology,</em> <em>41</em>(3), 294-306. Retrieved from http://www.jstor.org/stable/43186514</li><li>Nielson, K. B. (2014). Evaluation of an online, task-based Chinese course. (pp. 295-321)</li><li>Winke, P. M. (2014). Formative, task-based oral assessments in an advanced Chinese language class. (pp. 263-293)</li><li>Zhu Yonghai, Han Xibin, Yang Juan&amp;Cheng Jiangang. (2014). Higher education has become an irreversible trend with online development--Comprehensive Analysis and Enlightenment of the 11 Years Series Report of American Online Education. Tsinghua University Education Research, pp. 92-100</li></ul>]]></description>
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         <pubDate>2018-12-01 00:35:28 UTC</pubDate>
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         <title>My experience</title>
         <author>shanzhenglin</author>
         <link>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014651</link>
         <description><![CDATA[<div>Will the advent of the era of admiration will have an impact on the old traditional teaching model? What is the impact on language teaching? This is an urgent problem to be solved in the process of language teaching promotion. For my major in professional Chinese/English as a second language teaching, MOOC breaks the time and space constraints of language teaching, so that people who can't participate in the field have the space and way to learn, and can freely decide the learning. time and place. The MOOC also has different characteristics from the traditional online open class or distance education. The online open class usually lasts for 30 to 45 minutes. The class is a course around a knowledge point or topic. The duration is only 5 to 10 minutes, and the week is the learning cycle, which is roughly 5 to 20 weeks. The time of the class is fragmented, and you can study at any time, such as by car or queue. The online open class is that the learner listens to the class as an outsider. The learners of the class are involved in it. Not only do they have classroom work, but also end-of-term tests. In addition, MOOC has a great influence on teachers and learners. The MOOC gives the instructor unprecedented challenges. First of all, facing the competitive situation of the survival of the fittest. In the MOOC online course platform, all classes are open to students to choose freely, and high-quality teaching will undoubtedly be welcomed by more learners. Thirdly, in the traditional classroom teaching, teachers can use only simple teaching aids such as “a blackboard, a piece of chalk” to complete the language teaching task, but in the classroom platform, a variety of teaching methods are needed, in addition to the common tablet, PPT and Flash, as well as shooting a variety of micro-video and recording micro-audio, through the editing, integration of a variety of teaching methods to present teaching content. Teachers are no longer just the instructors of professional knowledge, but also performers, collaborators, and even directors of language courses. Finally, the MOOC brings not only challenges to teachers, but also a more intuitive evaluation system and a sense of honor recognized by large-scale learners. MOOC has many advantages, but the main obstacles to the development of online education in the United States are: the low retention rate of online courses, the need for students to have strong self-discipline, the lack of recognition and input of online education, and the lack of recognition of online education by employers. Wait. I think this is also the problem that online education faces in all countries.</div><div>However, I am a learner as a second language. In addition, I am the second language teacher of the future. I think traditional classrooms have an irreplaceable role in online classrooms. In particular, language learning and teaching require traditional classrooms to provide a true communicative context. Now as a second language learner, I prefer to face the traditional classroom of class. Because in English classes in China, teachers will use English while having classes. However, the teacher's speaking speed is very slow, the words used are relatively simple words, and the sentences are mostly simple sentences. Even the teacher's pronunciation is not so standard. When I was doing language study here, the teacher's speaking speed was faster, the pronunciation was very standard, and the vocabulary used was very professional. Created a very good environment for us to learn the language. Chinese students may have higher levels of reading and writing when they are learning languages, and lower levels of listening and speaking, such as myself. Because we don't have a real language communication environment in China. So I prefer face-to-face classrooms for language learning. I can feel the speed and tone of voice in real communication. Like now, maybe the online class will help me with my reading and writing skills. But the improvement of speaking ability depends on the face-to-face traditional classroom.</div><div> </div>]]></description>
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         <pubDate>2018-12-01 00:37:29 UTC</pubDate>
         <guid>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014651</guid>
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      <item>
         <title>The article I found</title>
         <author>shanzhenglin</author>
         <link>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014683</link>
         <description><![CDATA[<div>I think how to conduct a course assessment, and which form of course is more effective in traditional classrooms and online classrooms, are issues that deserve further exploration. Then I read Bergstrand &amp; Savage’s The Chalkboard Versus the Avatar: Comparing the Effectiveness of Online and Inclass Courses. Increasingly, colleges and universities are relying on fully online classes to teach students. This article investigates how students evaluate online courses in comparison to more traditional face-to-face courses. Data come from undergraduate student evaluations of 118 sociology courses, and results of a series of hierarchical linear models indicate that students feel they have learned less in online courses, believe they are treated with more respect in in-class courses, and rate online courses less highly than in-class courses. Findings also suggest that the negative effects of teaching online are not universal for instructors, as the switch to online classes actually results in better evaluations for teachers who typically perform poorly in the classroom. These findings caution against the broad use of online sociology classes as a strategy for coping with increasing enrollments and shrinking budgets and suggest educators should select the course format that best complements their teaching strengths and skills. The Sloan Alliance’s 11-year-old online education survey report shows that online education in colleges and universities maintains a stable development trend. The performance of online courses is increasing, and the quality of online education is gradually recognized by academic leaders. Most colleges and universities will Online education as a long-term development strategy, more than half of the institutions offer online degrees; online education practice reflects the differences in nature, scale and level; the main obstacles to the development of online education are: low retention rate of online courses, students need There is a strong self-discipline ability, teachers lack the recognition and input of online education, and employers lack recognition of online education. Hot events such as MOOCs (massive online open course) have a positive effect on online education, but they can't control the overall development of online education, and they can't solve the main obstacles they face (Zhu, Han, Yang&amp;Cheng, 2014).</div>]]></description>
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         <pubDate>2018-12-01 00:38:11 UTC</pubDate>
         <guid>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014683</guid>
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      <item>
         <title>Background</title>
         <author>shanzhenglin</author>
         <link>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014727</link>
         <description><![CDATA[<div>This week I read two articles on Winke’s <em>Formative, task-based oral assessments in an advanced Chinese language class </em>and Nielson’s <em>Evaluation of an online, task-based Chinese course</em>. Winke’s article reports on task-based, formative assessments of oral proficiency that were designed to help students self-monitor their oral development in a fourth-year, university foreign-language Chinese classroom. Seventeen advanced learners of Chinese completed two group role-play tasks two times during their 15-week semester. Both tasks were designed to follow a pre-task, main-task, post-task cycle and culminated within the same 90-minute lesson in individual oral assessments. Computerized tools aided in the design and delivery of both tasks and assessments. This article closes with a discussion of pedagogical implications and a call for oral formative assessments that are brought into the language classroom on a regular basis as part of task work, so as to support learners’ self-regulation and to increase their chances of language improvement. Nielson’s article describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data revealed about online language instruction, TBLT, and technology-mediated tasks. Both articles have a relevant course assessment for the Chinese class, so I also read the related articles.</div><div> </div>]]></description>
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         <pubDate>2018-12-01 00:39:11 UTC</pubDate>
         <guid>https://padlet.com/shanzhenglin/zu6t8yt8nsjw/wish/310014727</guid>
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