Description
Technology continues to emerge as an integrated teaching resource in the world of language teaching. Currently as with any new technological integration, there is a constant need for a deep understanding of how technological elements most appropriately fit into any foreign language curriculum. A process of design and assessment can help achieve this goal. In this thesis I administered a survey in a university level Spanish class setting. Using a pedagogical lens, I collected the perceptions, regarding the degree to which student learning outcomes were promoted by an online homework program. The perceptions of the group of students and faculty were then analyzed for this project. My findings revealed that neither the students nor faculty expressed overall satisfaction with the match between learning outcomes and online assignments. This thesis has practical implications both for university students and the Department of Spanish and Portuguese Languages and Literatures. For students it has implications for students' abilities to understand their own learning experience within a student-centered learning model. The evaluative perception data illustrates the current status of the implementation of the online program as well as suggests implications for the Department of Spanish and Portuguese Languages and Literatures.
