Using and Applying Badrul Khan’s Web-based Framework

Using and Applying Badrul Khan’s Web-based Framework

Student’s Name

Affiliation

Supervisor’s Name

Introduction

In the present career requirements it calls for one to acquire prominence in complex environment. This means that knowledge has become a very powerful tool which a person will use to enhance their wellbeing and allow them to make a significance their careers and standout. In this regard, knowledge acquisition is no longer contained within time boundaries and space. Knowledge advancement have been made in the new century with the advent of new technologies. This has allowed May students to access knowledge in a global reach (Khan, 2000). With information technology an individual is able to receive knowledge from various channels in online platforms. In fact, many universities have sought to provide online education. With the advent of virtual education, there is a high transformation in the way knowledge is acquired by individuals.

Two decades ago, this was limited to the classroom boundaries, which made education only accessible to the people with a physical presence of the lecture room. However, the only learning has proven that people and organizations can provide and access any form of training from any part of the world. Many authors however continue to debate on the concept of online learning. The results of this new developments however suggest that qualified education can be obtain in the e-learning platforms as was proposed by Badrul Khan (Khan, 2000). The following framework thus analyzes the efficiency of my online learning program. The analysis is based on my experience in doing an online French language course offered by a French university, which makes my analysis.

Type of Course: The type of course I used in this case analysis framework is the French language course offered by a French university. This is a language learning course for students and people desiring the language for own or career purposes.

Target Learners: This course is designed for students at different levels of learning. It is especially targeted for those interested in the language. With the course, it aims to provide the student with required skills, techniques of schools, graduate or undergraduate levels (Khan, 2000). Through this course they are able to develop their fundamental abilities to converse, read and write in French.

Delivery Methods: The online French course it was discovered is spread in nine levels. The degrees are three and they include the beginner level, intermediate and advanced levels. Among the methods of delivery include providing student with audio lectures, live streams that assist them in grammar structure, pronunciation and vocabulary. This is especially needed among the naïve students. Through these tools they are able to do basic reading and writing. This is important as it enables them to understand the language better in terms of prose. When the students are familiarized with the French language, especially the basics, they are now qualified to perform basic conversation (Khan, 2010). During the intermediate level, the course will cater for student that understand a converse in the basic concepts and topics. During the advanced level, which is the highest level of the online course, the student is able to converse fluently on different topics. This course is not only offered to foreign learners but also the local French students and professional teachers that help in guiding students in speech, reading and writing of the French language.

Interactivity

When it comes to interactivity, it looks at the teaching methodology that is adopted by the tutor to allow the knowledge to be imparted in the student. There are several options in the online course including role play which allow the student to gain skills on communication. It allow the student to gain know how skills and provide them with live experience on the course. There are virtual practical’s that students are required to complete including virtual assessments that students are required to respond on interpret English questions in French, verbally (Khan, 2010). This is then recorded and assessed by the tutor to understand the student process. Interactivity is very important as it creates an online class in which the teacher gets an opportunity to give students a live experience while in the same like provide them with a dedicated trainer that will assure them highest percentage of results.

Types of communication between the tutor and the student

There are various types of communication used throughout the course. First there is the written communication. This is done through live chats, where students are allowed to make queries and get live feeds regarding there issue. There is also the open platform among students and teachers where the student will use his or her login to share experience on virtual learning with other students and a lead teacher will respond to their issue. Typed communication is also required whenever the teacher drops an assignment and the student is required to fill and return (Khan, 2010). This is usually done through a drop box that is found in the student account. Here the student also fined all the soft copy of books, journals and documents that are only about the French culture. The other type communication is though audio charts, where the student will spend a question and answer session with his or her supervisor. Here they are allowed to ask anything related to the course and they are answered. Audio communication is also important during exam audio assessment and student’s conversation is often recorded for marking. The third and most important type of communication for any virtual learning is the video chart. This communication is very important and students often receive lecture in this form. Some of them will involve text written in alongside the vide chart. The student process in this way is often assessed in the way he or she responds to the virtual classrooms. The virtual classroom is also very important in assessing student participation. Use of nonverbal communication is also noticed in this way and the lecturer is able to know whether the student is following up with the course or lagging behind. With new developments in technology, students are also given access to outside resource, like French webinar in which they learn about the culture and more about the French people (Khan, 2010). This is important and is provides them with the opportunity to internal what they have learnt. Continuous assessment is done in this manner an interaction between the student and the leaner is constant.

Contributive opportunities

Once you join the course, a student is expected to complete over 90-110 lessons. All of them are provided at different levels and have different pricing plans. According to the policy of the virtual courses, they might consider providing offers for early birds or this who pay for their courses early. Also when an individual pays for all the levels at once, the prices will reduced through a fairly negotiated offer. The virtual course also considers the social and economic status of the students and at some point scholarships are offered. However this is done through a negotiation down price where such students are allowed to pay partly for the course. Institutions that sponsor their employees or students for the course can also get write offs for a number of students per each level of learning (Khan, 2010). The payment option is also varied from credit cards, PayPal among other forms of mobile money transfers. One of the advantages of the French online course is that one does not need to meet a particular criteria and it is open to anyone of any age so long as they are interested in the course. There is no registration, course material and monthly fee. What one needs to do is to enroll and only pay for the course in a onetime payment mode.

Evaluation of 9 Dimensions

With regard to Khan’s Web-Based framework, the French course has been able to work well within the framework that it is supposed to provide service for. It has all the features required for eLearning, web-based instruction, blended learning and this is distributed well through the whole course. Payment options and organization of the course is also very convenient for any learner and student can take on their course hours at their convenient time.

References

Khan, B. H. (2000). A framework for web-based learning. TechTrends, 44(3), 51-51. doi:10.1007/bf02778228

Khan, B. M. (2010). The Global Education Framework – Preparing the Workforce of the Future. SciVee. doi:10.4016/16633.01