Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)

Transition From Textbook to Digital Delivery

Authors
John Blake
Corresponding Author
John Blake
Available Online 1 March 2021.
DOI
https://doi.org/10.2991/assehr.k.210226.024How to use a DOI?
Keywords
online course development, learner autonomy, website development, readability, usability
Abstract
This paper describes, explains, and evaluates the transformation of a text-based course into a multimodal, open-access course website. Based on an extensive needs analysis, a course website was selected to house materials for a tailormade thesis writing and presentations course for computer science majors. The theoretical underpinnings based on language, learning, and learners’ beliefs were formulated. One of the core concepts was the desire to develop learner autonomy. With this pedagogic base, the course units’ scope, focus, and objectives were decided, and then the course content was created. Some practical website design concepts, including the separation of content, styling, and behaviors, are discussed. Extensive usability testing was conducted using focus groups to identify potential improvements to the website’s readability and usability. Since its initial release, both course tutors and learners have positively evaluated this course website. The currently deployed version is a user-friendly, learner-friendly website that is easy to maintain and update. Future work will focus on improving learner engagement and improving the user experience.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - John Blake
PY  - 2021
DA  - 2021/03/01
TI  - Transition From Textbook to Digital Delivery
BT  - Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)
PB  - Atlantis Press
SP  - 196
EP  - 202
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210226.024
DO  - https://doi.org/10.2991/assehr.k.210226.024
ID  - Blake2021
ER  -