Promoting Interaction for Language Learners in Blended Learning Environments Through OEIP

Promoting Interaction for Language Learners in Blended Learning Environments Through OEIP

Yi Lu, Jennifer Miyake-Trapp, Kevin M. Wong
Copyright: © 2022 |Pages: 21
DOI: 10.4018/978-1-6684-4205-0.ch012
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With the impact of COVID-19, the higher education sector was forced to shift classes to a flexible delivery method that was not limited by space. To provide equal learning opportunities to every student, universities turned to technology to support teaching and learning across the platforms. Drawing from Vygotsky's social, emotional, and cognitive interaction theories, this qualitative case study presents an innovative teaching and learning support system (OEIP) that blends technology with pedagogy. This study brings forth three critical perspectives to investigate how OEIP facilitates interaction for language learners in a blended learning environment. Findings demonstrate how inclusion, collaboration, and processing time are key components for teaching language learners in a blended learning environment.
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Theoretical Underpinnings

To understand blended learning and learner engagement, the current study draws from the following theoretical perspectives in helping us understand both interaction and language learning in blended environments. First, with interaction, studies show that social, emotional, and cognitive interactions (Ernest, 1998; Vygostky, 1978) contribute to better learning outcomes in any setting (Thurber & Trautvetter, 2020). According to Vygostky (1978), social interaction is an important part of language development where language learners interact and collaborate with instructors and peers. Furthermore, emotional interactions require positive feedback, encouragement, and positive appraisal that the learner receives from the instructor. Social interaction is particularly important for understanding blended learning environments because participants are required to engage in learning across different mediums and platforms. Moreover, there are unique ways in which engagement occurs in virtual, face-to-face, and blended learning experiences.

Key Terms in this Chapter

Blended Learning: Blended learning is a pedagogical approach that combines both face-to-face and online-oriented instruction.

Optimal Engagement Immersion Pedagogy (OEIP): OEIP is an equitable and innovative approach using adaptable technology to facilitate robust synchronous learning for face-to-face and remote students.

Collaboration: Collaboration between instructor and student, or student and student, in a blended learning environment means collectively working towards an effective learning experience.

Synchronous Learning: Synchronous learning refers to real-time communication which can take place in discussion and conversation, both in face-to-face and online learning environments.

Asynchronous Learning: Asynchronous learning refers to learning activities that happen outside of a real-time environment.

Online Learning: Online learning is defined as a learning method or supportive resources available to learners through computers.

Interaction: Interaction indicates back-and-forth communication between student and teacher, or student and student, across the online and face-to-face platforms.

Wait Time: Wait Time describes the time that instructors grant a student to think about a posed question and to compose their answer.

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