Defining teachers’ readiness for online language teaching: toward a
                        unified framework

Gorp, Koen Van; Giupponi, Luca; Uebel, Emily Heidrich; Dursun, Ahmet; Swinehart, Nicholas

doi:10.14705/rpnet.2019.38.1039

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…Next, the pedagogical skills refer to knowledge and ability to conduct and facilitate teaching and learning activities. Lastly, the evaluative skills refer to the analytical ability to assess the tasks and overall course and make necessary modifications to ensure language learning objectives are met" (Compton, 2009, p. 81) In their study, Van Gorp et al (2019) further organized each skill domain into four levels of expertise: limited, novice, proficient and expert. See Table 1 for description: Baran et al (2011) in their metaanalysis report that the importance placed on the online teachers' roles and competencies varies as it is context-dependent (i.e.…”

Section: Bridging the Digital Dividementioning

confidence: 99%

Embracing educational disruption: a case study in making the shift to a remote learning environment

Badiozaman

Leong

Wong

2020

JARHE

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PurposeAs an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.Design/methodology/approachApproximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.FindingsThe findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,Research limitations/implicationsLike other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.Practical implicationsAlthough the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.Originality/valueIn light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

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Section: Bridging the Digital Dividementioning

confidence: 99%

Embracing educational disruption: a case study in making the shift to a remote learning environment

Badiozaman

Leong

Wong

2020

JARHE

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“…WL teachers' human capital during COVID-19 has not been explicitly studied. However, scholars suggest that most language educators have neither taught online nor experienced a language course through that medium (Moser et al, 2021;Van Gorp et al, 2019). In their study of language teachers in the United States, Moser et al (2021) found that only 15% reported prior experiences with online instruction.…”

Section: Preparation For Online Contexts and Human Capitalmentioning

confidence: 99%

COVID-19 and the pre-existing language teacher supply crisis

Moser

Wei

2021

Language Teaching Research

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The insufficient supply of K-12 language – world language (WL) and English as a second language (ESL) – teachers in the United States has been a pervasive challenge for school administrators seeking to provide language learning opportunities for their students. The issue is complex – including numerous factors that adversely affect the recruitment of future educators as well as their retention once in the classroom. Almost all states report a dearth of WL and/or ESL teachers, and WL is the discipline with the highest predictive teacher turnover rate – whether by leaving the profession entirely ( leavers) or opting to move to a different school ( movers). In spring 2020, the global health pandemic placed additional demands on all educators, and consequently some reports predict an exodus of teachers from K-12 schools. This article presents the results of a study exploring language teachers’ intention to leave the profession as a consequence of school-related responsibilities and experiences during spring 2020. Data revealed three profiles of K-12 language teachers: stayers, leavers, and conditional stayers. Implications related to influential factors in teachers’ potential decisions to remain in or exit the profession are provided.

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“…Online teaching readiness is related to a multitude of factors and dimensions that range from technical, organisational and social (see Cutri and Mena, 2020; Hung, 2016; Van Gorp et al , 2019). Chi (2015) conceptualised readiness as consisting of categories of faculty and technology support, social and student engagement, evaluation and assessment factors and course development and instructional design.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining faculty's online teaching competence during crisis: one semester on

Badiozaman

Segar

Iah

2021

JARHE

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PurposeThis study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE).Design/methodology/approachA validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding 174 responses.FindingsThe highest rated competencies across the four HEs were course communication and course design. This was followed by time management and technological competence. MANOVA results showed no significant differences in the demographic variables.Research limitations/implicationsThe results of this study must be viewed in light of some limitations of its generalisability. First, the small sample size does not fully represent all of the target population. Secondly, the study did not provide qualitative research data, especially pertinent to how the teachers perceived their competence linked with their ability and online teaching behaviours.Practical implicationsThis current study shows that all participants were cognisant of the need to enhance their competencies to teach online. As acquisition and mastery of such competencies may require time and support, this means that the transition to online teaching requires advanced levels of instructor training and support, be it through professional development programs or in-service training.Originality/valuePerceived importance for online teaching competence was ranked highly across all the four institutions. This understanding can help HEs transcend emergency online practices to provide data-driven approaches to better support and improve coordination, resilience and adaptability in HE.

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Defining teachers’ readiness for online language teaching: toward a unified framework

Cited by 8 publications

References 2 publications

Embracing educational disruption: a case study in making the shift to a remote learning environment

Embracing educational disruption: a case study in making the shift to a remote learning environment

COVID-19 and the pre-existing language teacher supply crisis

Examining faculty's online teaching competence during crisis: one semester on

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