Learners' and teachers' perspectives on language online

Kimmaree Murday, Eiko Ushida, N. Ann Chenoweth

Research output: Contribution to journalArticlepeer-review

41 Citations (Scopus)


This article examines the student and instructor satisfaction with the Language Online courses at Carnegie Mellon University from 2000-2002. These courses were designed with a hybrid format, including reduced face-to-face contact and online delivery of course materials. Quantitative and qualitative data were collected from students and instructors using surveys, interviews, and focus groups. Quantitative data from students indicates a trend of increasing satisfaction with the online courses compared with offline (traditional) courses. Qualitative data were analyzed using QSR NVivo software. Student themes centered on reactions to the reduced schedule of classes and the technology used in course delivery. For instructors, recurring themes included the need for training, control of course materials, and connections with students. The results provide valuable insight for a course format increasingly utilized in university-level language learning.

Original languageEnglish
Pages (from-to)125-142
Number of pages18
JournalComputer Assisted Language Learning
Issue number2
Publication statusPublished - Apr 2008
Externally publishedYes


  • Assessment
  • Computer-assisted language instruction
  • Computer-mediated communication
  • Learners' perspectives
  • Online courses
  • Online learning
  • Qualitative analysis

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications


Dive into the research topics of 'Learners' and teachers' perspectives on language online'. Together they form a unique fingerprint.

Cite this