Applying DBR to design protocols for synchronous online Chinese learning: An activity theoretic perspective

Abstract

While research on synchronous online language learning has increased rapidly over the past twenty years, little attention has been given to the design, implementation, and interactions associated with the synchronous online Chinese learning environment and students' learning experiences. To fill this research gap, this study applies a design-based research (DBR) method to design, implement, evaluate, revise, and redesign protocols iteratively from an activity theory perspective. During three iterations, multiple qualitative data sources were collected to explore the influences of protocols on the experiences of an instructor and 12 students in a synchronous online Chinese course. The study reveals seven major modifications made during the development of the protocols with regard to the tasks of presenters and commentators (division of labor); time, the sequence of speeches, the submission of notes, and the use of videos (rules); and communication methods and network testing requirements (tools). These findings are used to shape the final protocol and improve its effectiveness for students' learning experiences. In addition, the process shows how the elements of activity theory dynamically mediate learning. The present study emphasizes a set of contextualized design, implementation, and evaluation experiences that contribute to synchronous online language learning, protocol pedagogy, and activity theory.