The Challenge:
Central Piedmont Community College’s literacy ESL program serves more than 2000 students per semester. The immigrant population is growing in the Charlotte area at an extraordinary rate. CPCC’s classes fill quickly leaving many students without an option for English instruction. CPCC researched a distance learning model and introduced the first class in the fall of 2000.

The Solution:
CPCC piloted its distance learning program on campus using a hybrid approach. This approach incorporates elements from both distance learning and from traditional classroom methods. With this approach, and typical of distance learning techniques, the majority of learning is completed by the student outside of the classroom.

Implementation:
Students attend an orientation. At this orientation, students decide if they will be dedicated to this type of learning. Students are given a notebook in which they organize their work. They take it home with that week’s unit to study. As a part of the registration, students deposit $30.00 for use of the materials. The course spans 13 consecutive weeks, corresponding to the 13 episodes of the video. Each week, the 60 minute program is shown 4 different times to enable the student ample opportunity to watch the show. Students access the video portion of the program via CPCC’s cable access channel 17. Students view the videos, complete the exercises and assessments and then check-in with the instructor in a scheduled block of time once per week. Learners meet on a regular basis with an instructor who provides opportunities for language practice and who offers feedback on language use and exercise work. Meeting with a teacher is typical of a traditional classroom setting. In this hybrid model, the time is used in an innovative way. Some learners may be working in small groups practicing a new language skill, while others are meeting individually with a teacher, and still others, due to open entry, may be in attendance for the first time and receiving orientation from the facilitator. At the completion of the 13-week session, students receive a certificate of completion.

Role of the Student:

• Register for class
• Attend course orientation/pretest
• Deposit $30.00 for materials use
• Watch video at home
• Prepare assessment and additional practice exercises
• Attend and participate in class meeting

Role of the Teacher:

• Provide student orientation and pretest
• Register student for class
• Prepare class meeting materials
• Conduct class meeting
• Correct assessment and student work
• Maintain student folders and paperwork

Role of the Lab Facilitator:

• Greet students as they enter class/register new students
• Answer student questions before class
• Maintain attendance
• Support the instructor
• Collect assessments
• Change materials for students as they leave class

Conclusion:
The flexibility of this course structure offers the student an alternative to attendance in a traditional class due to time constraints, family commitments or other barriers faced by the student. This method provides students the opportunity to receive support from a teacher, the chance to use other resources at the college, and a time to meet with other students to build a sense of community. Students enjoy working at their own pace with the guidance of a qualified ESL instructor.