Abstract
This paper reports on the development and implementation in 2012 of McGill University’s French at Work program for McGill employees, using a blended learning model. The program is an example of how a reduction in face-to-face teaching presents one solution to employees’ scheduling constraints and how this model might offer suggestions for the development of similar programs in a higher education setting.McGill University’s French at Work program welcomes a diverse participant body from different faculties and service groups. Created in response to decreasing enrolment and higher levels of absenteeism, the authors report that interdepartmental collaboration and a complete course redesign, along pre- established professional themes, were required in its development. Using the University’s Learning Management System (Desire2Learn) the course incorporates in-class sessions, self-directed, web-based activities as well as synchronous and asynchronous online discus- sions employing Microsoft Lync.A subsequent increase in registration and retention rates strongly suggests the program answers a real need for professional development in French as a second language within McGill University through innovative use of certain technologies.
Highlights
More and more continuing education institutions are offering options such as online courses to answer student demands for greater flexibility in learning
McGill University School of Continuing Studies’ department of Language and Intercultural Communication (LIC) provided language courses to McGill University staff as part of a professional development program sponsored by the human resources department
The high level of satisfaction, the important increase in attendance, and the number of returning participants suggest that the decision to adopt the blended learning delivery format was a step in the right direction and definitely answered a real need in language acquisition
Summary
More and more continuing education institutions are offering options such as online courses to answer student demands for greater flexibility in learning. As organizations that cater to the educational needs of their target students, an important part of success is to provide training and professional development opportunities for staff. They too are looking for flexibility in their learning activities. This paper presents the case for blended learning as an answer to the greater flexibility needs of in-house training programs It presents a short literature review on blended learning and a description of the in-house language program. These sections are followed by a reflection of the program development process, which includes the rationale for the tailored mix of media, technology, and learning activities selected. Canadian Journal of University Continuing Education / Vol 39, No 2, fall 2013 Revue canadienne de l’éducation permanente universitaire / vol 39, no 2, automne 2013 http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu
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