中部大学教育研究2022

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recyclesthembackintomoreclassroomactivities,eachcycleaddingmoretothelearningtarget.Eachlearninggoalisthencycledintothenextlearningtargetasdepictedinfigure3below.Figure4（above）showshowlessonsalsoproceedthrougharepeatingcycleofinput,practice,output,andintakethatslowlybuildsuponitselfwiththegoalofsteadilybuildingstudentlanguagecompetence.Thiscirculardesigniscalledcyclicalblended-learning.Itisamethodthatwasdevelopedforthiscurriculumundertheassumptionsthatlearningisbestdoneincrementallyandthatlong-termretentionisbetterachievedthroughrepetitionthanfromlinearprogression.3RemoteLearningDuringthePandemicDuetothelockdownsimplementedduringtheCOVID-19pandemic,universitiesbeganmovingtoremotelearning.Thesechangesrequiredthecurriculumtoberedesignedinawaythatwouldcontinuetoallowcyclicalblendingwithouttheface-to-faceclassroomcomponent.Theanswerwastousevideo-conferencingsoftware（Zoom）toholdsynchronousgrouplessons.Theoverallcurriculumdesignremainedmostlyintact,butwithmoreweightputontheonlinelearning.ThiswasmostlyachievedthroughtheuseoftheLMS,puttingupdetailedlecturenotesandlessonsandgenerallystrengtheningtheautonomouslearningelementsofthecourse,includingthelistening/speakingtrainingsoftwareandaconversionofself-reflectionformsfrompaper-basedtoonlineformat.Finally,thetwo45-minuteface-to-facelessonswerechangedintoafewshortconversationswiththeinstructorsviaZoominorderforstudentstopracticewhattheyhadstudiedandforteacherstocheckstudentprogressandconnectwiththestudents.Inthefirstyearofremotelearning（2020）,studentshadone-on-oneinterviewswiththeENTforroughly10-minuteconversationsonlytwiceasemester（figure6）.Asitwasthefirstattemptatremotelearning,theteacherswereunsureofhowwellstudentswouldadapttoremotelearningandwantedthecoursetomoveabitslowerthanpreviousyears.Thiswaytheteacherscouldbesurethatnostudentwasleftbehindduetotheirleveloftechnicalexperienceorfamiliaritywithonlinelearning.Onemajorfactorwastheunreliabilityofmanyofthestudents'internetconnections.One-on-oneconversationsallowedforteacherstobeabletoaddresstheseissues.However,thisformathadseveraldisadvantages.BacktotheClassroom―55―Figure3:Long-termcyclicalblending（Ogurietal.,2018）Figure4:Short-termcyclicalblending（Ogurietal.,2018）Figure5:Remotelearningschema（Oguri&Allen,2021）