Talents Oriented Strategy of Online Learning in Universities/STRATEGIE ORIENTEE VERS LES TALENTS DE L'APPRENTISSAGE EN LIGNE DANS LES UNIVERSITES

Abstract: This article argues online learning strategy and teaching characteristics in universities. First it introduces learning activities in EFL must be integrated with technology appropriately to develop talents effectively. Then it puts forward the idea of talents oriented integrative online learning. For incorporating active learning into online teaching it lists some active learning strategies that can be adapted for the online classroom. Finally it recommends the detailed talents oriented strategy of online learning design and analyzes effective and appropriate items for learning activity. Key words: Talents; Online Learning; Strategy; Universities; EFL Resume: Cet article parle de la strategie d'apprentissage en ligne et des caracteristiques de l'enseignement en ligne dans les universites. Premierement, il introduit des activites d'apprentissage EFL (English as foreign language) qui doivent etre integrees avec la technologie appropriee pour developper les talents de facon efficace. Puis il met en avant l'idee de l'apprentissage en ligne. Pour incorporer l'apprentissage actif dans l'enseignement en ligne, il enumere quelques-unes des strategies d'apprentissage actives qui peuvent etre adaptees a la «classe» en ligne. Et finalement, il recommande la strategie orientees vers les talents detaillee de la conception de l'apprentissage en ligne et analyse des elements efficaces et appropriees pour les activites d'apprentissage. Mots-Cles: talents; apprentissage en ligne; strategie; universites; EFL 1. INTRODUCTION Nowadays, computer network-based learning is widely used all over the world because of its potential and flexibility. All educational institutions over the world use computer network-based learning in EFL for expanding learning opportunities and facilitating learning activities to students separated by time and distance as well. It can be effective for delivering content to students and for instructors interacting with each other by using communication tool such as email, bulletin boards, conferencing system, whiteboards, chat rooms and videoconferencing and it can delivery contents in multimedia format like a video on demand, audio clips, animations, simulations and movies. Also computer network-based learning can support for all educational levels and can use for formal and non- formal education. While online learning is the integration among computers, network computer and communication tools, technology alone cannot makes an effective learning process and ensure learning quality (Palloff and Pratt, 2005). So learning activities in EFL are the most important factor that educators must integrate with technology and is one method that's appropriate to develop talents effectively. 2. LITERATURE REVIEW Integrative English learning, cooperative learning and small group learning are terms that are often used interchangeably in the literature. However, it is important to differentiate integrative learning from the other two. Integrative learning differs from cooperative learning in that its emphasis lies in mutual engagement of learners in the learning process rather than on the sole division of labor to reach a common group goal (Bernard, Rubalcava and St-Pierre, 2005). Integrative learning is an approach to teaching and learning in which students are required to work together in the learning process, and to reach a consensus through negotiation to accomplish group tasks. Some important attributes include learner center, constructivist, and problems-solving activities that the students explore in order to create their own knowledge, meaning and solutions. The importance of integrative learning as an instructional method has led to its application in situations in which computer network based self-learning is required by using computer network technologies for effective communication in learning activities. In integrative learning setting, the emphasis is placed on the interactions as common understandings are negotiated and developed across differences of knowledge, skills and attitudes. …

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