A New Model for Introductory SpanishUniversity of North Carolina
at Chapel Hill
Dr. Glynis Cowell, Romance Languages DepartmentDr. Hosun Kim, Romance Languages DepartmentRob Moore, Romance Languages DepartmentBob Henshaw, Information Technology ServicesErika Bagley, Psychology Department
Presentation overview
• Redesign rationale• Hybrid format description• Pilot results• Next steps• Q&A
Evolution of the UNC Spanish Language Learning Environment
• Work Study Students
• ROML
Reallocation of funding
• Construction• New
Technology
Renovation of Infrastructure • Better Signage
• New Website• New names
FLRC Redesign
Reallocation of Funding• Work study students were used to handle
FLRC staffing and Spanish drop-in tutoring hours– Allowed for expansion of services and cost savings
Pre-renovation:• Underutilized spaces
– Computer lab with 20 computers– Poor lighting
• Static room configurations– Ethernet connections
Renovation of Infrastructure
Wireless access points were added and both of the projectors can be connected to wirelessly via a tablet PC.
Renovated as a multi-purpose room, it now accommodates both the classroom instruction and peer group components of the course.
Casual furniture was added to promote community in the peer conversation groups.
Students use tablet chairs that allow for the room to be easily reconfigured for lecture or group work.
FLRC Redesign• Renamed all of the rooms in the FLRC to be more
intuitive– FLRC transitioned from Analog to Digital technology
but had not renamed rooms in years.• Changed all of the FLRC signage to make it easier
to find rooms; created a room directory• Redesigned website to make it easier to find
information
Assessment methodology• Self-selection issue
– Student demographics, learning characteristics, and placement exam scores
• Grading issues– Use of an outside grader– Common exam sections
Student perceptions of skill areas
Speaking* Reading Writing Listening* Vocabulary Grammar0
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TraditionalHybrid
Learning outcomes
Written Exam Oral Exam*50.0
60.0
70.0
80.0
90.0
TraditionalHybrid
Student attitudes
Satisfaction* Frustration*0
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10
TraditionalHybrid
Sense of community
Traditional* Hybrid Classroom* Hybrid Small Group*0
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Classroom Sense of Community MeasureMcKinney, 2006
Cost savings• 43% reduction in cost-per-student over 20
annual sections– Fewer contact hours– Re-use of course materials
• 50% reduction in classroom utilization
Instructor’s feedback• Instructors enjoyed the hybrid course because of the flexibility.
• The greatest challenge that instructors had with the hybrid course was maintaining contact and open communication with students.
• In response to this challenge, instructors worked extra hard to establish relationships with students.
• Instructors felt that overall students who had previous study of Spanish adapted more quickly to the model and exhibited more confidence in the course.
Questions?