We describe here ten years of development of a Chinese learning technology and five years of practical experience in integrating this technology in MIT classrooms for intermediate-high and advanced-low students. Key results are as follows:
- There is no need to disrupt the classroom experience (both for the teacher and the students);
- Technology provides a sharp increase in learning efficiency and motivation, as confirmed by students; and
- This overall improvement in learning is achieved by focusing on the efficiency of personal study time.
The most salient type of feedback from students falls into two categories: “I wouldn’t have been able to take a class at that level without FullChinese,” and “The use of technology allowed me to prepare for class two to three times faster.” Results were achieved through a slow iterative process during which our learning technology evolved to solve observed needs in acquiring complex new material.
Roche, Emmanuel and Chen, Tong
"FullChinese at MIT: A Non-Disruptive Integration of Technology for Intermediate Students,"
Chinese Language Teaching Methodology and Technology: Vol. 6:
1, Article 3.
Available at: https://engagedscholarship.csuohio.edu/cltmt/vol6/iss1/3