Going online in under-resourced ESL classes.

Abstract

South African educators sometimes question the use of technology in educational institutions when many learners come from rural areas, or come from schools which are under-resourced. Despite the severe lack of resources, the use of computers can enhance the teaching-learning experience. The situation is not without challenges, however the benefits are too well-documented to ignore. This paper is theoretically underpinned by Vygotsky's (1978) Sociocultural Theory and Lave and Wenger's (1998) Situated Learning Theory, both of which highlight learning as a shared, purposeful activity, supporting the idea that learners participate in communities of practice, and with increasing skill, move towards full participation in the sociocultural practices of a community.

Introduction

The use of computers in language teaching is not new, however, the way in which computer technology is utilised has shifted from behaviourist drill-like exercises to more communicative, integrative computer-assisted language learning (CALL). The concept of CALL and online teaching and learning is a global phenomenon, however, it is a concept that remains relatively new in South African higher education institutions. Worldwide, computer networks are opening new opportunities for educators and learners (Harasim, 1994; 1997), although the misuse of technology can lead to feelings of isolation, unless participant-interaction is encouraged.

This paper examines attempts made to bridge the gap between two diverse worlds: to initiate learners who have not previously had access to technology into the world of online learning. The current role played by online teaching and learning is described, as are attempts made to incorporate online strategies in the ESL class. The concept is pedogically underpinned by Vygotsky's (1978) Sociocultural Theory, and Lave and Wenger's (1991) Situated Learning Theory. The paper concludes that regardless of location, technology opens global doors, and the benefits and challenges are universal.

The number of computer users in the education sphere is increasing daily. Much of the growth is attributed to educators and learners using the World Wide Web (WWW) and the Interact (Net). The WWW and Net are recommended for use in education because of the positive effects they have on learning (Johnson and Huff, 2000; Light, Nesbitt, Light and Bums, 2000). However, the issue of access remains one of the most serious concerns. Should the Net be available to some and not to others, a gap could be created between the information-rich and the information-poor, perpetuating disadvantage. This ties up into what has been called the 'digital divide' between the educated and uneducated. In the South African context, extensive use of computers in education and online learning is a relatively new phenomenon. The situation is not eased in any way by the fact that many schools, especially those in rural areas do not even have electricity, let alone computers. Teachers, as well as learners are under-prepared for the online experience, largely due to the lack of resources. However, there are increasing demands from industry that traditional education provided by higher education institutions, is falling short of the needs of industry. Because of changing circumstances, higher education institutions are also being encouraged to develop web-based curricula and to incorporate online strategies in order to meet these needs. Online learning refers to any form of learning and teaching that takes place via a computer network, bulletin boards, the Net, WWW, local area network (LAN) or intranet (Kearsley, 1998). Zafeiriou et al (2001) refer to online environments and the use of the WWW as an educational panacea, which provides students with skills such as online communication, discussion, problem analysis, problem solving, critical thinking and negotiation of meaning. One of the most common functions used in online learning and teaching is e-mail, which allows learners and educators to send messages to one another.

Critical to the online learning process is the need for participant interaction (Kearsley, 1998). Interaction enriches the online environment, dispelling the misconception held by some that the online environment is sterile and impersonal. Dialogue and communication are necessary in computer-assisted learning. Computer mediated communication (CMC) refers to the ways in which telecommunications technologies have merged with computers and computer networks to give us new tools to support teaching and learning. CMC enhances collaboration, regardless of location, and offers better opportunities for group participation. Learners are allowed better opportunities for productivity and participation because of time and location independence and new access opportunities. Learning therefore no longer requires exclusively face-to-face social interaction, a point supported by Blakely in Zafeiriou (2001:2):

   Learning is becoming both a personal and participative activity. It
   is no longer something that requires a group activity, in which
   participation is limited to the immediate social interaction.

Research indicates that online learning has benefits and challenges. In essence, the benefits to the learners include:

* Learners do not have to be in the same place, at the same time. The convenience factor creates minimal disruption to family and work life (Burgstahler 1997, Wiesenberg 1999).

* Learners are exposed to a wide range of resources: e-books, e-journals, materials available on the net and databases (Burgstahler, 1997; Wiesenberg, 1999).

* Online learning facilitates participation (Burgstahler, 1997). It provides interaction between educators and learners, learners and learners and allows teachers to network (Karyan and Crowe, 1997; Harasim, 1994).

* Included among the psychological benefits are that all types of learners are catered for--impulsive learners who need to respond to every question, or reflective learners who need to process issues before responding (Karyan and Crowe, 1997).

* It allows learners deeper critical reflection and systematic scaffolding of ideas (Wiesenberg, 1999).

* It leads to increased collaboration and inquiry-based learning (Brush and Uden, 2000).

* It allows for collaboration with global experts (Harasim, 1994).

For educators:

* Educators can instruct their classes from anywhere, at any time (Burgstahler, 1997).

* Online learning can lead to networking among teachers (Karyan and Crowe, 1997; Wiesenberg 1999).

* Active teacher involvement promotes interaction among learners (Rada and Rada in Light, Nesbitt, Light and Burns, 2000).

Online teaching and learning is an emerging field, and it is therefore premature to consider only the benefits. Experts in the field have also indicated several challenges, which can hinder learning. It is important that participants acknowledge these challenges:

* The most prominent challenge is the issue of access. Educators and learners must have access in order to follow the online route. Unfortunately, it is in rural areas, where online learning can be of most benefit because of the large number of learners that can be reached, that it is least available (Burgstahler, 1997).

* There is an increase in demands placed on participants if they have to be available 24 hours a day and it is time consuming to open and respond to every message (Wiesenberg, 1999).

* Online teaching and learning can lead to information overload. Searching and browsing of infinite online resources can be overwhelming (Wiesenberg, 1999; Harasim, 1994).

* Online learning can have a negative impact on learners due to technical problems, as well as receiving minimal feedback or ambiguous instructions from the instructor (Hara and Kling, 1999).

* Students may feel a sense of isolation if there is insufficient interaction (Twigg in Hara and Kling, 1999).

* Miscommunication may occur due to the loss of visual cues (Wiesenberg, 1999). Relations may be strained because of the lack of physicality, facial expressions, voice intonation and gestures. Jokes and irony may also be misunderstood (Harasim, 1994).

In the technology-supported learning environment, theoretical support for the collaborative and social aspects of computer usage is essential if pedagogical approaches are to be developed. The basic tenets of online learning are supported by Vygotsky's (1978) Sociocultural Theory of Learning and Lave and Wenger's (1991) Situated Learning Theory. These are interactive theories which state, in essence, that learning occurs when:

* There is a move away from the individual to the role of the individual within a learning community.

* There is interaction among participants.

* Learners are more autonomous, rather than dominated by the teacher.

* Learners process knowledge when it is presented at a level higher than they are used to, and that such tension results in learners moving from the periphery of a learning community to the centre.

* Learning is a collaborative, co-operative process.

* Materials are authentic.

Survey

In an attempt to introduce my undergraduate Communication Skills learners to the use of online strategies in the English class, I arranged for them to correspond with international e-pals via International Exchange for Cross Cultural Communication (IECC). A preliminary survey was conducted to ascertain my students' access to, and proficiency with computers. The subjects were 82 undergraduate students, 62 male and 20 female, aged between 17 and 22 years old. The majority had been in Grade 12 the previous year, while a few had taken a one or two year break, and were now attending a higher education institution. Fourteen students were first language speakers of English, and 68 were second language speakers, with isiZulu or isiXhosa as the first language. They were all registered for the first-year Communication course. A survey questionnaire was used to assess computer access, proficiency, experience and willingness to participate in an online project as part of the course.

Findings

From prior experience and class discussions, I anticipated that computer access and proficiency would be limited, as most of the students came from rural areas, and those from urban areas either attended schools that did not have computers, or their schools did not allow them access to the computers. Of the 82 students, only four had access to computers outside the institution.

Computer Usage The majority of students had used computers previously (70.7 percent). However, e-mail and Internet usage was extremely limited, with only 21.9 percent of the total number of students having used either facility previously.

Proficiency The proficiency rate of students was as follows: 21.9 percent stated that they were very proficient at using computers, while the majority of 53.6 percent rated their proficiency as very limited. The remaining students considered their proficiency as average. With regard to e-mail and Internet usage, 70 of the 86 subjects (85.3 percent) stated that their proficiency was very limited. Only 9 percent considered themselves very proficient.

Conceptualisation With regard to learners' understanding of the term "online learning", 31.7 percent of the learners stated that they did not know anything about online learning, while 68.2 percent felt that it had something to do with computers. None of the learners had studied online previously.

Integration of Technology with the Course With regard to the question on whether they would like to use computers, e-mail and Internet as part of their course, a 98 percent majority (80 students) agreed. Their reasons included the following:

* "I want to learn to use a computer."

* "I am computer illiterate."

* "Computers are convenient and important in life today."

* "Technology means survival."

* "I will always have contact with my lecturer even if I am not physically in class."

Strategies Students were asked if they would like to correspond with international pen pals as part of the cross-cultural communication component of the course. 74 students (90.2 percent) stated that they would. Included were the following reasons:

* "To get to know people from other countries."

* "To exchange ideas and skills."

* "To communicate with students doing the same course to compare the level of study."

* "To share cultures, standards of living and lifestyles."

Included among the reasons given by the eight students (9.7 %) who felt they would prefer not to have the experience, were the following:

* "I have no interest in other countries."

* "I just want to get on with my studies, not write to pen pals."

Discussion

Students at the institution have limited access to computer laboratories. Currently, students do not acquire an e-mail address upon registration as is done at many other institutions. However, once students log on to the system, they are allowed two hours access a week. Obviously, resources are limited. It is evident that the sample of subjects would experience difficulty working on online projects for the following reasons: limited access and resources, and lack of proficiency, especially with e-mail and Internet. The point that 78 percent of the sample had never used e-mail or Internet previously was cause for concern. A starting point would be to equip them with basic computer skills. An additional concern was that the sample seemed to be under the misconception that the project was a computer literacy course. Because of time and syllabus constraints, such an endeavour would be very difficult to implement because students only have two forty-minute sessions per week for the course.

Given the nature of the project, it was necessary that students had basic computer skills in order to participate. However, I could not detract completely from my syllabus by teaching computer literacy. The aim of my course was to equip students with Communication and Cross-cultural Communication skills, and using strategies such as online projects was only the vehicle to attain these aims. The majority of students in the sample were obviously enthusiastic to be part of the technology revolution, but I was looking for solutions that would impact across the institution, and open doors to more students. One such solution is an orientation course that would teach students basic word-processing skills, as well as the use of e-mail and search engines. Students are enthusiastic to go online, but for many, this would not be possible unless a basic orientation course was administered early in the first semester. More reticent students would also feel less inhibited to "approach" the lecturer virtually. My mission is not to replace real class time with virtual classes, but for parallel sessions to acquaint students with the possibilities. At a later stage, distance and in-service students could still keep in touch with class activities.

E-pals, or pen pals who communicate via e-mail is becoming increasingly popular in the English Second Language and Cross-Cultural Communication classroom. It is necessary for the instructor to do conduct preliminary work by establishing contact with other instructors first. Several web sites and listservers facilitate the process. It is also important that the instructors make their goals clear at the outset. I experienced heartfelt moments, as well as challenges during the experience. Initially, it was necessary to establish structures to ensure that students corresponded at least once a week. However, this was not always possible because of time differences and differences in local and overseas term calendars. My students, being competent in speaking skills, but having limited proficiency in writing skills also felt some initial anxiety. The instructor therefore plays an important role in keeping track of the project, for instance students could send copies of their mail to the instructor as well. In my experience, this tended to inhibit my students, although they were quite prepared to discuss issues during feedback sessions. There was also a feeling of disappointment that some e-pals corresponded over a longer period of time than others. On the whole the experience was a positive one, even if monitoring the situation is a full-time job! Many of the participants continued corresponding even after the semester was over. Correspondence between student and instructor also increased, with students e-mailing me with concerns about the course, general enquiries, or just to chat.

Conclusion

For now, resources in South African institutions are still limited. We have to be proactive and make inroads while students are still enthusiastic. The intention is not to create a digital divide: the techno haves and have nots, but to bridge the gap by initiating students into the use of technology in the classroom. My suggestion is not that all courses be put online, or that virtual classes replace face-to-face classes and teachers. My suggestion is that, given the benefits of adopting technology in our curricula, we need to make inroads by taking baby steps. My caution to other instructors who go online is to take care that students are properly oriented before going the online route, and for higher education institutions to prepare students for the online revolution.

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Leial Kajee, Wits University, South Africa

Leila Kajee is a lecturer in Applied English. She is currently working of her PhD in Education and Language, exploring the impact of online strategies on self-directed learning.