Abstract
Interaction and active participation are key elements in any second language classroom (Hiver, P., Al-Hoorie, A. H., & Mercer, S. Eds., 2020). In an online setting, students may tend to be less engaged in their learning, which makes effective planning, teaching, and assessing more challenging for the post-secondary instructor (Khan, A., Egbue, O., Palkie, B., & Madden, J.m 2017). In this session, the presenter will share how she strategically organises and facilitates her virtual flipped classrooms in a French-Canadian faculty of education, where French is the minority language, to ensure that all of her post-secondary students develop their conceptual and French communication skills in a safe and engaging environment. Knowing that some adult learners are less confident in their communication skills and therefore, contribute little to the class discussions, it is essential to design intentionally and strategically the structure of the face-to-face online interactions in a way that students meaningfully contribute to the learning community through a variety of interactive activities. Therefore, several concrete pedagogical practices used and proven to be effective in specific online courses such as Assessment and Reading methodologies in the last 2 years will be gladly shared.
Author Information
Marie-Josée Morneau, University of St-Boniface, Canada
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