Search results for: Online teaching
Page 1/2 15 items
Understanding and addressing the challenges of teaching an online CLIL course: a teacher education study
This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address issues uncovered in Cycle 1. The study found that the pre-service teachers experienced problems applying appropriate English teaching approaches to promote their pupils’ communicative competence. Four measures were applied in Cycle 2, such as restructuring the training-teaching module, reinforcing the concept of English as a lingua franca to promote students’ communicative skills, selecting authentic materials to enhance students’ motivation, and obtaining administrative support to resolve technological problems. The results from English proficiency tests showed that the pupils improved their reading and listening skills in Cycle 2. Although the actions taken in Cycle 2 were focused on improving pupils’ English abilities, these actions also had the effect of enhancing the pre-service teachers’ CLIL pedagogical concepts, such as the translanguaging approach. The study provides a detailed description of CLIL teaching with online storybooks and adds to the body of much-needed studies of CLIL in practice, especially in the Asian context.
Updated: Jun. 27, 2022
Attempting to Implement A Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study
This article reports on a collaborative self-study conducted by the authors (two teacher educators) as they attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19. Due to the pandemic, they were required to conduct their teacher education courses synchronously online through video-conferencing software. Although this mode of instruction allowed them to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for them. Through self-study, they aimed to improve their online teaching practices by enacting a pedagogy of care during one full semester. They detail their attempts to conceptualise a pedagogy of care for the online classroom, begin their courses from a position of care and prioritize and maintain care throughout the semester. They also present the ongoing challenges they experienced in implementing a pedagogy of care online. While recognising that everyone has been affected by COVID-19 in different ways, they hope through sharing their experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.
Updated: Dec. 22, 2021
Online instructional experiences in an unchartered field - The challenges of student-teachers of a Ghanaian College of Education
Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector. This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana. The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent. Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment. Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development. In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.
Updated: Nov. 11, 2021
Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education
The purpose of the present study was to explore online mentoring experience from the perspectives of preservice teachers (PTs). The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding. Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.
Updated: Sep. 03, 2021
This study examines online assessment strategies employed by preservice teacher candidates when creating thematic learning experiences in online teaching environments. The findings reveal that the majority of students cautiously made use of more traditional tools such as quizzes and reports without taking full advantage of the power and potential of collaborative and creative potential in the development of authentic assessments. Analysis of these data showed that teacher candidates at the upper elementary level and in subjects like Science and Language Arts made far greater use of open-ended summative assessment activities than did other subgroupings.
Updated: Jun. 27, 2017
This exploratory study aimed to examine online teachers’ self-reported frequency and confidence in performing online learning tasks. The study compared between two groups of teachers. One group was comprised of teachers who had completed a comprehensive preparation program, the other group comprised of teachers who participated in a one-day face-to-face workshop. This study found no differences between those with extensive preparation for teaching online and those with only a basic understanding of the course design, the structure of online course materials, and expectations and responsibilities.
Updated: Aug. 16, 2015
The main purpose of this study was to investigate exemplary online teachers’ transition to online teaching with a specific focus on the successful practices. The findings show that when teachers described their successful practices, they often attended to their changing roles and representation of their “selves” within an online classroom. The authors found that teachers struggled to make themselves visible and heard in online environments by constantly challenging their already established roles and assumptions toward learning and teaching. They build their teacher personas by drawing their knowledge and experiences from different sources, such as their own experiences as learners in online classrooms and observations of other online teachers.
Updated: Oct. 16, 2013
Assessment of a University-Based Distance Education Mentoring Program from a Quality Management Perspective
In this article, the authors describe and evaluate the efficacy of a unique program designed to mentor university faculty in online instruction. In the DEMP, learning about teaching online takes place when faculty members who possess superior knowledge of instructional design serve as mentors. The mentors engage with protégés, professors who are newer or less experienced in online education. The results of this study indicate that the DEMP is effective.
Updated: May. 29, 2012
This article presents a case study investigated the educational experiences of Canadian preservice teachers. These preservice teachers participated in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion.
Updated: Jun. 13, 2011
In this article, the authors describe four primary needs, articulated as cornerstones, comprising effective mentoring programs for educational leadership adjuncts. Four cornerstones or vitally important elements for the successful online teaching experience of adjuncts faculty members are professional development, effective communication, fostering balance and forming relationships.
Updated: Oct. 19, 2010