The first step of this project was to design a curriculum which included a core
textbook and other researched and edited materials that were appropriate for students’
ability levels. Those materials came in a variety of formats such as stories, humor,
culturally rich folk tales, and topics which would interest the targeted learners. Next,
audio files and video clips were made for the texts to create “books on a Pod”, and a
website was constructed to upload the entire course by using PLATO and Blackboard at
my college. This course was taught mostly in a language lab, while the course materials
were accessible online from anywhere. The instructor may offer instant online help by
using email or other web-based communication tools.
Results and Impacts on Students
Reading comprehension is not equal to the understanding the words (characters)
only, but students in my class have found it helpful if they read Chinese articles on a
computer with Internet and computer-based resources easily available. The web-based
reading program offered an optimal environment for learning and had positive impact on
students. For example, students focused more on reading comprehension and spent much
less time looking words up in a traditional dictionary. In addition, students were more
interested in reading materials as they had the initiative to choose their own reading
materials. With easy access to class contents, students were more active learners as they
were able to learn at their own pace. The step-by-step instruction enabled by technology
enhanced students’ motivation and confidence. As a result, many of my students
developed observable effective and individualized learning strategies and self-learning
abilities.
2
Convention