ABSTRACT
The UW System Collaborative Language Program is successfully using classroom-based videoconferencing (VC) to teach Chinese, Japanese and Russian. Our students reach the same level of language proficiency as students in a traditional classroom setting. Our enrollment has doubled in the past three years and we are reaching the needs of over 200 Wisconsin students, who without this technology did not have the opportunity to learn these critical languages. Our success is the result of a sound pedagogical framework for working in a technology rich environment. Facilitators work closely with faculty to ensure students at receive sites are not in any way disadvantaged. In fact, our data indicate that students at the receive sites tend to do better than those at the origination site. This case study will discuss why we choose to use VC technology, elements that contribute to the success of our growing program and what we are learning along the way.
The UW System Collaborative Language Program is successfully using classroom-based videoconferencing (VC) to teach Chinese, Japanese and Russian. Our students reach the same level of language proficiency as students in a traditional classroom setting. Our enrollment has doubled in the past three years and we are reaching the needs of over 200 Wisconsin students, who without this technology did not have the opportunity to learn these critical languages. Our success is the result of a sound pedagogical framework for working in a technology rich environment. Facilitators work closely with faculty to ensure students at receive sites are not in any way disadvantaged. In fact, our data indicate that students at the receive sites tend to do better than those at the origination site. This case study will discuss why we choose to use VC technology, elements that contribute to the success of our growing program and what we are learning along the way.
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Last updated May, 2006