【英语论文】浅谈在线英语学习（英文）

1、effective face-to-face tutorials of online english learning lie in interaction of affective domain and higher levels of cognitive domain of blooms taxonomy 浅谈在线英语学习abstract: online english learning as an outcome of the rapid development of the internet has got a wider and wider market in china. howe

2、ver, problems of varieties have also occurred along its way. people never stop thinking of better strategies either in designing online course wares or tutorials to help smooth the learning process. my experience as a tutor is that interaction of affective domain and higher levels of cognitive domai

3、n of blooms taxonomy plays an important role in face-to-face tutorials of online english learning.keywords: online english learning face-to-face tutorials blooms taxonomy of educational objectivesaffective domain higher levels of cognitive domain introductionin 1956 benjamin bloom headed a group of

4、psychologists at the university of chicago who developed a classification of levels of intellectual behavior important in learning. the research group identified three domains of educational activities. the three domains are cognitive, affective, and psychomotor which are interrelated and overlappin

5、g. “cognitive is for mental skills, affective is for growth in feelings or emotional areas, while psychomotor is for manual or physical skills” (clark, 1999). bloom wanted to change the then american educational system, in which people were focusing on cramming knowledge at the expense of neglecting

6、 to cultivate the students creativity. therefore, blooms levels of critical thinking and matching verbs were created. these “thinking” categories were among the first efforts to define the word “learning” and began to develop the first educational goals for “creative thinking and problem solving” (h

7、ttp:/www.sacs.k12.in.us/buddy/dridgeb/ schweigert/bbiog.htm). his taxonomy was the outcome of his research on the educational psychological experiments and has become a very popular guideline in educational practice ever since its appearance. bloom and his research group divided cognitive domain int

8、o six hierarchical levels-knowledge: comprehension, application, analysis, synthesis and evaluation, among which knowledge and comprehension are low levels, and knowledge is the lowest. the then american educational system was focusing on knowledge the lowest level too much, which bloom and his rese

9、arch group believed as the reason why students were restricted their imagination and creativity. the six hierarchical levels of cognitive domain division has been practiced in teaching approaches and training ever since. thus the students get a creative training while acquiring knowledge. affective

10、domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. people once pointed out that “blooms cognitive domain is adaptable to online teaching, however little can be accomplished by teaching affective domain

11、 in online learning” (newton, 1999). it is because many online learning courses do not have face-to-face tutorials. it is also because of the truth that people have tended to emphasize cognitive development (allen, 1993). however, “if the teaching purpose is to change attitudes/behavior, then the in

12、struction should be structured to progress through the levels of the affective domain” (allen, 1993). with the interpretation of the views accounted above, integration of cognitive domain and affective domain is a faceable and effective way to change attitudes and transmit information and knowledge

13、at the same time, as was explained above; the three domains are interrelated and overlapping (in this very article, however, psychomotor domain is not included mainly because the features of online english learning cover mostly cognitive and affective ones). english learning, as all languages learni

14、ng, particularly needs communicative teaching settings due to the communicative and interactive nature. however online english learning like other distant courses with the sometimes-isolating nature being well documented and can affect learners in a negative way. so online english learning and teach

15、ing has huge challenge for both the teachers and students, if not guided properly, students may retreat and the dropout rate can be high. statistics revealed that the drop out rate ranged from 35 to 50 in the past three years but with 50% particularly in online english learning process (statistics o

16、f dropout rate of jiangnan university in 2002). one fact is that online english course designers are aware of the specific problems related to online english learning, therefore they design course wares following the six levels of cognitive domain and the affective domain of blooms taxonomy to a lar

17、ge degree (gu yueguos systematic textbooks “help yourself to advanced english”). this theoretical approach to learning encourages learners to function at higher levels of cognition by encouraging independent and interdependent learning with affirmative self-confidence and esprit de corps. face-to-fa

18、ce tutorials are an intricate part of such a structure“ the typical educational model for online learning already relies heavily on the online tutor and group collaboration” (clive shepherd, 2000). face-to-face tutorials in the online english learning process should play a more important role as the

19、 sole face-to-face setting in the learning and teaching process. the tutors act as a bridge between the learners and the online administrators and teachers by helping the learners to develop affirmative attitudes toward the independent learning style and encourage the learners to collaborate with pe

20、ers so that they will complete their curricula constructively. as the students have access to the first class online course wares designed by the experts, the online english learning face-to-face tutorials, instead of focusing on cognitive domain with its lowest level, they should focus mainly on th

21、e higher levels of cognitive domain and affective domain so that knowledge as a source of cognition, will eventually function in a leveled sense. through the training, the learners confidence is sparked, the learners are able to adapt to the new study style not only in the superficial sense, but als

22、o in the inner essential sense. with gaining self-discovery, autonomy, independence and interdependence of teamwork online and in tutorials, the online english learning can be an ideal one as the desire of completing the goals is activated. while importance being placed on affective domain at the sa

23、me time, in turn, it functions on the higher levels of cognitive domain in the students online english learning process. hence the interaction of cognitive and affective training will ensure the students to complete the courses and realize their goals in a holistic sense. 1. online english learning

24、featuresin the process of online english learning, there are a few unique factors as follows: high requirements of independence; autonomy; self-accesspitfalls: psychologically loneliness from isolation; most of time of impersonal learning atmosphereadvantages: flexibility in arranging for study time

25、; first class course wares available and other forms with efficiency and best audio video effects of high-tech online; freedom from influence of epidemic diseases (sars for example)like other distant courses, online english learning requires a high degree of independence and autonomy of the learners

26、 in their learning process. it focuses on self-access. students should be able to arrange for their time carefully and ensure sufficient time for the tasks and activities the courses require, in other words, they have to squeeze their time to study from the limited free time of their busy daily work

27、 schedule. the learners who are ready to face the challenge of time-shortage and overcome it can only achieve the goal of a degree they dream. compared with other courses like science, language learning requires even more face-to-face contact due to the communicative and interactive nature of the su

28、bject. whereas online english majors have little chance to be with their teachers and peers, their learning process is relatively isolated and even sort of lonely. it is isolated study and can be lonely. when you sit in front of an impersonal pc and learn a language all by yourself, even if with mul

29、ti media, it is impersonal in nature. so the second challenge an online english learner faces is loneliness, and only the one who can endure loneliness can achieve his dream. however, online english learning has its own advantages. the learner has more flexibility in arranging for his or her study s

30、essions. online learning allows him or her to study at irregular time within certain sporadic periods of study sessions to finish the task before the deadline. they have more options when to study as most possible. a unique advantage is that the online course wares are always available presented per

31、fectly in audio and video form, with as much the features of the target language environment as possible. on the other hand, isolation is not always a weak point as far as study is concerned. loneliness is also necessary if you want to study something. you need definitely a period of time in which y

32、ou keep yourself from distractions while you study. besides, study with physically alone nature like online english learning is a good shelter from epidemic diseases like sars. during the outbreak of sars in some places in china, my online students got almost no influence with their study. we even j

33、oked in our tutorials some time later, that online english learning has the unique advantage which campus study can never have, the dummy classroom or target language environment online certainly is not diseases epidemic.given the nature of the factors coming with online english leaning, face-to-fac

34、e tutorials should function as to transfer the features into the most positive and beneficial ones for the students. therefore the first step to start is to get to know the students well.2. students source and their perplexities who are they and why do they choose online english learning? what are t

35、heir perplexities?online english learning students are mostly adults with working experiences in different fields. some are clerks in joint ventures; some are primary school teachers, while others may be business people or managers of various companies (online students enrolment records in jiangnan

36、university center, 1999-2003). they choose online english learning because they find their english insufficient in their career, but their jobs and other features of an adult do not allow them to go to university as full time students. they have to get their further education as a part time student.

37、 nowadays popularity of the pc makes the unique form of distant learning an ideal one. nevertheless, as was introduced above, about over 50 years ago, americans started to practice the six hierarchical levels of cognitive domain in their teaching and learning process in a more affirmative way, howev

38、er the lowest level practice in teaching is still rooted in chinese education ideology where the exchange of information has become the paramount function of teaching and learning, while creativity and other higher level cognitive functions seem to be all but ignored. students find themselves in a h

39、abit of passive learning. as a result, the students of online learning do not realize their independent role in study though they assume they do. they feel blank minded without being taught by the teachers in person, more often than not, the students fail to follow the process of the learning schedu

40、le even if with the perfect guidelines of course wares. thus many students give up soon without even trying to struggle into the half way and the dropout rate was continuously high, which is a noticeable phenomenon (again the analysis is based on the dropout rate of jiangnan university center in the

41、 past three years). 3. three characteristic stages of the students learning attitudes:i noticed even if they get the success orientation with the textbooks and are supposed to study as the rules and guidance in the book, some students still feel puzzled as what to do with those books, they still rec

42、kon that a teacher should “teach” them english rather than they mainly learn from the pc screen from the remote classes by themselves. this puzzlement comes out because their habitual learning style of being dependent more on teachers still dominates their study motivation. passive study habit is st

43、ill rooted in their mind. average students of online english learning have varieties of problems in their study. a common problem is that they think they are independent learners but they do not fully prepare psychologically for the solitude study. as i pointed out the three features of online above

44、, i conclude that a face-to-face tutors role is much more than a teacher who teaches students anything but rather a guide to assist the students to the peak from an unknown path at the foot of the mountain in the first place. the students just see the peak in the mist up there, but they have no idea

45、 how to reach to the top most efficiently. the guides task is to help find a path, which leads to the peak with as less thorns-difficulties as possible. the students attitudes towards online study can be divided into three stages to compare with a mountain climbing: full of expectation stage, in oth

46、er words, it is at the foot of mountain feeling. before they start the study process, they have not yet actually experienced the toughness of the process but seem to see the splendid peak over head, what they do not see are the difficulties along the way to reach that goal. the students are full of

47、expectations and dreams of big goals. the second stage is the frustrated stage, which usually happens at the end of the first semester, at this stage the dropout rate is the highest. those who are inflexible with different study styles and cannot adapt to the online study formula can give up in frus

48、tration and be dropped out. it is also the toughest part psychologically. the third stage is the settlement and achievement stage, it is usually after the first year, the students who endure the solitude and overcome the negative attitude now form an affirmative attitude to complete the study proces

49、s, though they will still have problems in their study, their determination is firm. they wont give up. 4. tutors role and journey starting from the foot of the mountain-practice of blooms affective domain:in order to raise curricular completion rate and reduce the dropout rate in online english lea

50、rning, the headquarters of beiwai online english learning not only designed the course wares suitable to the distant learners with as considering much of the six hierarchical levels of cognitive domain and affective domain of “human touch” features as possible but also set up the face-to-face tutori

51、als as an intricate part of the structure. therefore a tutor him or herself should in the first place to have a full awareness of his or her new role. the role of a teacher alters when he or she has different students and different forms of teaching. in a traditional classroom, you organize the clas

52、s in accordance with the scheduled tasks and supervise the students with their study in an immediate manner. both the students and you are used to each other. study processes go in a face-to-face session more regularly. “in a synchronous teaching method, the teacher plays a key role. obviously, with

53、out his or her lecturing or chatting from the other side, the teaching and learning process wouldnt take place properly”(kruse). while in remote study like online english learning, asynchronous and independent and self-paced study format are its features. jobs holders as they are, the students have

54、different backgrounds of life and different attitudes towards study. the personal differences among the online students are much bigger than the full time students on campus. it is certainly not acceptable of a tutor to appear in the tutorial emotionlessly and read the textbook to the students durin

55、g the 4-hour tutorial. with the analysis of the three stages above, the tutors task at the very beginning is to help the students to land on the reality and help them realize the nature of the online english learningit is neither a goal you can not reach nor an easy thing to complete. both the stude

56、nts and the tutors need full psychological preparation before the study process starts. “effective student and faculty preparation for the web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completio

57、n” (maggie mcvay lynch, 2001). a questionnaire is advisable in the first tutorial.1why do you choose to learn english courses on-line?2do you think a good grasp of english will help you develop yourself better than now in your work?3how tough do you anticipate it can be for you to accomplish the onl

58、ine english learning process?4have you read success orientation thoroughly?5do you think that your tutor should help you with your english learning in every specific detail or do you realize that your study is mainly your own thing? why?6are you ready to work hard independently and autonomously and

59、even sometimes lonely in order to reach your goal? 7how are you going to arrange for your limited time to keep up with the study process? 8what do you expect from your tutorials and your tutor?9what benefits to your study do you think you can get from communicating with your online peers?10how are you going to follow esprit de corps in your online learning?the students are expected to answer the questions honestly and completely, if they cannot answer some of the questions on the list