Virtual Learning

Blended Learning Solution

Introduction

In collaboration with a government client, DLS hosts a language training program for their employees focusing on language acquisition in a small group setting; these employees are distributed across the United States and throughout the world, making each small group class a unique dynamic.

Background

Our client preferred face-to-face language training, which was ideal for the employees in the DC Metro Area, but they wanted remote employees to enjoy the same access to and benefits from these language classes. Employees were at different levels of language proficiency, and students of similar proficiency levels would be organized together to optimize their language study. Though location had to be accounted for, it was a secondary factor. The client came to DLS seeking a solution that would be advantageous for all their employees.

Description of Challenges

In grouping by proficiency levels, DLS had to account for significant time differences and varying locations. How could we create a mixed classroom of students inside and outside the DC Metro Area? If using a virtual space, it had to allow for full-classroom participation from all students, teaching activities that worked in multiple spaces, clear views of the instructor and classmates, and access to the same student materials, at a minimum. For effective learning, DLS needed to create an environment where students and instructors could fully interact.

Description of the Solution

After a thorough review of each student’s situation, a blended learning approach was chosen. Our blended learning solution included an on-site instructor with at least one student in the on-site classroom, and at least one student in the virtual classroom. DLS selected teachers who could simultaneously teach in a virtual and a physical space. This meant that our teachers had received training, understood the different challenges of online and face-to-face interactions, and could manage new challenges presented by the blending of two spaces.

To craft a virtual classroom where everybody, in either space, could see and hear each other naturally we used a special wide-angle camera lens, which was angled a certain way in combination with a specific classroom setup to give an accurate and complete perspective. Our classrooms are equipped with TV screens that depict life-sized images of our remote students and our virtual space has a whiteboard that both sets of students utilize. We have electronic versions of our classroom materials so that students can use the same resources at the same time. With these tools and a good bit of ingenuity, DLS created a single virtual and physical space where students seamlessly interact. With this solution, DLS overcame the obstacles presented by varying time zones and differing locations while producing a rich language learning environment suitable for all students.