Time to evaluate: the students’ perspective of an online MA in CALL programme
Date Issued
2019
DOI
https://doi.org/10.14705/rpnet.2019.38.1032
Abstract
Despite the critical importance of Computer Assisted Language Learning
(CALL) Teacher Education (CTE) programmes, L2 practitioners often report that
there are not many such onsite/online programmes, and the ones that exist may not
directly meet their specific needs. Moreover, there seems to be a lack of systematic
evaluation studies of such courses. As a result, problems in such courses cannot be
diagnosed, and they are left unresolved. This paper presents a study undertaken to
evaluate an online Master’s of Arts (MA) in CALL programme in the Republic of
Cyprus. The investigation was based on a conceptual multidimensional e-learning
evaluation model rated by the students. Data were collected from 25 graduate
students via an online anonymous survey. This focussed on the participants’
perceptions of the value of the following aspects: (1) their engagement; (2) the
course and its organisation, teaching mode, and materials; (3) course strengths; (4)
course aspects most helpful to learning; and (5) course aspects which were obstacles
to learning. This paper discusses the findings and offers some first recommendations
for further improvement to the MA in CALL programme.
(CALL) Teacher Education (CTE) programmes, L2 practitioners often report that
there are not many such onsite/online programmes, and the ones that exist may not
directly meet their specific needs. Moreover, there seems to be a lack of systematic
evaluation studies of such courses. As a result, problems in such courses cannot be
diagnosed, and they are left unresolved. This paper presents a study undertaken to
evaluate an online Master’s of Arts (MA) in CALL programme in the Republic of
Cyprus. The investigation was based on a conceptual multidimensional e-learning
evaluation model rated by the students. Data were collected from 25 graduate
students via an online anonymous survey. This focussed on the participants’
perceptions of the value of the following aspects: (1) their engagement; (2) the
course and its organisation, teaching mode, and materials; (3) course strengths; (4)
course aspects most helpful to learning; and (5) course aspects which were obstacles
to learning. This paper discusses the findings and offers some first recommendations
for further improvement to the MA in CALL programme.
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