Juho Isola is the CEO of Sanako
In this article, we discuss the main potential problems in setting up an online teaching platform and in addition we describe 4 potential tools teachers can use to set up an online teaching platform for their language class.
In recent years there has been a boom for online learning solutions even in the public educational segment. Schools and universities across the globe have been high adopters for online learning management solutions (in short LMS). For a self-paced learning subject they work incredibly well and deliver on their promises for flexibility and distance learning opportunities. They also make teachers' lives easy in assigning assessments and collecting the exercises back from the students.
But for a subject like language teaching, there is often a need for a variety of features that LMS solutions are missing as they are aimed for asynchronous learning. Not every subject transfers well from in-person to online and language teaching is definitely one of those subjects.
A major part of teaching and learning languages is based on speaking, listening and conversational exercises: this is the space where online language teaching and learning solutions excel in relation to LMS solutions.
Many educators are currently trying to figure out how they can set up virtual language classrooms and which digital tools offer the best way to teach languages remotely.
In this article, we discuss the main potential problems in setting up an online teaching platform and in addition we describe a few of the potential tools teachers can use to set up an online teaching platform for their language class.
Which potential problems might you have when setting up an online classroom?
Bad connection and slow speed:
Firstly, you should make sure that yours and the students computers and internet connections are fast enough and working as they should be. Having a bad connection is super frustrating and in the worst case you can easily lose a big part of the allocated time because of these problems. This problem has higher potential to occur when the “class” includes a lot of remote students and especially if they join the class from multiple geographies. A test session or letting the people know that they should join the first session 10 minutes beforehand is a good way to get everything set before the actual teaching and learning experience starts.
There are lots of free online conferencing tools on the market which are also hugely popular in online teaching, but not all of them are equal in the connection quality. Lot’s of teachers prefer Zoom over Skype for this reason as they have experienced it to be more reliable.
Losing focus and control:
How to ensure that the students have full focus on the task at hand even when they are attending remotely? Traditional classroom based language labs and classroom software offer the benefit that teachers can manage students’ attention by being physically in the same room but as well by managing their computers as many teacher-led language learning software comes along with classroom management features: teachers can block students’ internet access and for example autostart the exercise at hand. Many of these features are impossible to do with online based software solutions. When the students work from home, they can easily lose their focus and even multitask while doing the exercises.
Many teachers say that the best way to make their job easier is to spark the students’ motivation to learn. If students like the software that they use for learning they are much more motivated to keep their focus. Gamification and great software design are the key here: most well-known language learning solutions have a gamified approach to keep the students engaged.
Best educators know this and they also incorporate motivational aspects to their teaching regardless if they are using any software or not. This of course depends on the grade level where they are teaching as this might not be a problem in university level or in space where the students have joined the language class on their own will and potentially even paid a fee for it.
4 ways teachers can set up an online language classroom
1 - Skype, Zoom, Google Meets and other digital conferencing tools:
One option is just to use a basic online conferencing tool to discuss remotely with students. In addition to basic live audio broadcasting and group conversations, the teacher can share their screen and walkthrough learning material together with the students. These tools are great for setting up an online classroom with little or no cost, but the downside is that they are not built for language teaching and learning and therefore they offer a very limited set of language learning specific features and exercises. The biggest limitation is that there is no way to pair up students or set them to smaller groups; only one person can speak at one time which makes the individual time spent on speaking very limited. (Zoom is an exception to this as it already includes a feature to divide the bigger session to smaller sessions which could include more than one person)
2 - Adobe Connect, Zoho Showtime and other online classroom solutions:
Think these as web-conferencing tools boosted with educational features such as collaborating on documents and assigning ready made exercises for the conference participants. Online classroom solutions work like this: teacher sets up materials for the classroom, like reading and writing materials and then shares these with the students with ready made features from inside the online classroom solution. An online classroom solution has a wide set of teaching and learning features as it is built especially for educators. The down side for language teachers is that these are not built especially for them and language teaching often differs from general subjects as it demands more time for the students to be able to speak and take part into conversations.
3 - Do-it-yourself virtual classroom by combining multiple online solutions:
Online classroom solutions often come with a licence fee, so some innovative and conscious teachers might play with the idea of building similar functionality by combining their chosen set of free digital tools for their language class. Luckily there are ways to do this and the results are often quite satisfactory.
For example just using Skype and Zoom for getting every participant into the digital classroom gets the group discussions going and then sharing exercises from Google Docs for instance covers already a huge part of the needed functions for basic exercise types. The teacher can for example tell the students to watch a language specific youtube video, share the link for this video via the conference tool’s chat function and then tell students to answer a ready question set that she shares via a quiz tool like Survey Monkey or Google Forms.
Major set-back in DIY solutions is the overhead it creates in admin work and managing all the content and keeping track of students' progress. It is also time consuming to create and design the exercises as teachers are missing the tools to create language learning exercises such as gap-fill exercises. In addition, it’s close to impossible to get all the students to practice their conversational skills as online conference tools only allow one person to speak at any given time.
4 - Online language teaching solutions build for language educators:
Many companies, like Sanako, from the language teaching and learning segment are offering online teaching and learning solutions especially for language teachers. As these online solutions are meant for online language teaching, they incorporate all the needed and selected features that a modern online language class demands.
In addition to smooth conference connection, the teacher can usually assign students to pairs, triplets or to their chosen group size without messing the audio connections and creating a mess. This allows all of them to spend most of the class time on the most important language skills like speaking. The teacher can also create and assign language learning specific exercises such as word, sentence, gap-fill or translation exercises, assign the students to watch a video and answer a set of questions or they can even tell them to listen a audio file and record their own voice as a second track to this file and then submit it back to the teacher.
Choosing which of these 4 options is the best for you comes down to the requirements you need from your solution. Even free tools are great if you do not demand too many features tailored for language teachers and you are willing to spend some extra time on manual work!