Issues in the Design and Implementation of Web-Based Language Courses

2.6. Implementation of WBI
Implementation issues in WBI are similar to design issues in WBI; in many ways as they are interrelated. Implementation issues in WBI mainly relate to student concerns and teacher concerns. Student concerns include learners’ attitudes towards WBI, learner awareness and autonomy in WBI, the skills that learners’ need, and the challenges of WBI. Teacher concerns relate to teacher preparation and teamwork.
Although it has been stated that learners might feel alone in an online class because they do not have opportunities to meet their peers and teacher like they do in a face-to-face classroom, Barnard disagrees with that statement. He believes students who are shy or introverted might open up more in an online course. He adds that many students feel more comfortable in expressing their ideas and thoughts in WBI after some reflection time. In addition to that, students all have equal opportunities to participate, unlike in a traditional classroom where some students dominate classroom interactions. However, Nunan states that students might be reluctant to participate actively in an online course, especially at the early stages since they are new to WBI. They may not feel they are compatible enough and if there are more experienced students in the same course, the situation could be worse.
Nunan states that this problem can be solved by developing “ a student host system” and also requiring all students “to lead the class at least once during the course”. By taking such steps, the students might be encouraged to become more active members in their learning environments. Harrison and Bergen add that it would be beneficial to ask students to send a message in which they introduce themselves to their peers as the first online assignment. Such introductory activities can help students find peers who have similar interests or studying conditions. For example, when a “mother at home with children” finds a classmate in a similar situation, these two students are likely to have the same challenges. Such bonds can decrease the level of isolation that students might feel at the beginning.
Learner awareness is essential when implementing a web-based course.
Pollacia and Simpson (2000) point out that there can be students who do not have the abilities necessary to succeed in a virtual classroom. Their success depends on their maturity, self-discipline, and the ability to pace themselves to fulfill the requirements of their online course. Students who do well in web-based environments are active learners. They need to be resourceful and work independently. In addition, they need to manage their time effectively and take the responsibility for their own work.
Learners’ autonomy is an essential implementation issue since the teacher serves as a guide or facilitator most of the time in web-based courses. The key to student success is students’ being self-motivated and independent learners. The difficulty for distance education students is that students have to complete the same assignments as in a traditional class. They also need to work in a disciplined way to complete the course requirements regularly although there is no real-time classes that students have to attend . However, it should be kept in mind, as Weston and Barker (2001) remind us, that some students do not have the discipline or tendency to work independently.
Students’ success in online courses also depends on their knowledge of basic computer skills. Some students may have poor computer skills. According to Koroghlanian and Brinkerhoff’s research (2000), students were quite good at reading, sending emails and surfing on the Web. However, they felt less capable when it came to “more technical skills such as installing browsers and plugins or creating Web pages” .