Digital Learning in Foreign Language Teacher Training in Higher Education: A Case Study

Carlon, Giovanna

doi:10.47696/adved.2020156

Cited by 2 publications

(7 citation statements)

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“…to understand what communication works best for online teaching and what challenges are encountered by the students and academics with online teaching and learning. The literature on COVID-19 suggests that there is a need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning (Carrillo & Flores, 2020;Carlon 2020, Bozkurt & Sharma 2020. "Teaching and learning online entails a specific process which is visible in the roles, competences and professional development approaches, as well as in the curriculum, pedagogy, assessment and the nature of interaction among the participants" (Carrillo & Flores, 2020: 467).…”

Section: Zulumentioning

confidence: 99%

“…Researchers (Garrison, Cleveland-Innes & Fung, 2010;Gutierrez-Santiuste et al, 2015;Bozkurt, 2019;Bozkurt & Sharma, 2020, Carlon, 2020 have used the Col Framework to design and reflect on synchronous and asynchronous teaching and learning. A study conducted in Spain by Gutierrez-Santiuste et al (2015) used the CoI framework to analyse student communication in chats, forums and emails and find correlations among the three presences.…”

Section: Perspectives In Educationmentioning

confidence: 99%

“…Additionally, Carlon (2020) explored students' perceptions of the effectiveness of the teaching, social and cognitive presences when transitioning to a foreign language teacher trainer course online at an Italian university during the pandemic. The findings of the aforementioned study reports that the instructor focused more on content and skills development, while to a certain extent overlooking the necessity to foster social presence (Carlon, 2020). Waghid, Meda and Chiroma (2021) have assessed cognitive, social and teaching presences during emergency remote learning at a South African university.…”

Section: Zulumentioning

confidence: 99%

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Using teaching, social and cognitive presences as a lens to reflect on teaching a research module amid COVID-19

Zulu

2022

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COVID-19 forced academics to transition from face-to-face to remote teaching using various online platforms. This article focuses on my experiences of teaching a research module during the COVID-19 pandemic in 2020. The social, cognitive and teaching presences from the Community of Inquiry Framework for a successful higher education experience was used as a lens for the study. The data are generated from my reflection on teaching, the WhatsApp chat transcript and student emails. My reflections on teaching a research module suggest that the teaching, social and cognitive presences were experienced to a certain extent. The findings indicate that training and trials in preparation for transition to online teaching are important. In this study trials to familiarise academics and students with online teaching influenced the establishment of teaching presence positively because challenges related to online teaching were identified and addressed before the commencement of the actual online teaching. Therefore, when making instructional decisions, it is crucial first to diagnose and address challenges regarding online platforms. However, being accustomed to traditional face-to-face teaching, dominated by oral communication and telling methods, influenced the social presence negatively. Online collaboration among students was unclear. Notably, my social presence experiences suggest that teaching during and beyond COVID-19 requires a pedagogical approach that relies heavily on the social and collaborative component of learning as a point of departure for the development of online teaching and learning practices. The Community of Inquiry Framework used in this study could be helpful for higher education institutions to evaluate academics and students' experiences of online teaching and learning, particularly when the institution is planning to redesign and implement online courses.

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Section: Zulumentioning

confidence: 99%

Section: Perspectives In Educationmentioning

confidence: 99%

Section: Zulumentioning

confidence: 99%

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Using teaching, social and cognitive presences as a lens to reflect on teaching a research module amid COVID-19

Zulu

2022

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“…Based on their findings, the researchers concluded that the utilization of social media and online learning technology needed to be explored more fully to effectively benefit from them in teaching and learning irrespective of whether they were implemented under unprecedented conditions such as the Covid-19 pandemic. Conducting a case study on digital learning in foreign language teacher training, Carlon (2020) scrutinized PSEFLT perceptions of the effectiveness of emergency remote education in a blended undergraduate course. He reported that participants acknowledged the effectiveness of teaching when opportunities for social interaction and cognitive involvement were implemented in the course.…”

Section: Introductionmentioning

confidence: 99%

“…Inpeng and Nomnian (2020), for example, primarily investigated the integration of Facebook into a Teaching English as a Foreign Language (TEFL) program to promote pre-service EFL teachers' English language literacy, pedagogical knowledge, and ICT skills. Carlon (2020), on the other hand, investigated students' perceptions on the effectiveness of emergency remote education implemented in a graduate course developed within the Community of Inquiry framework. The current study did not focus on an integration of social media platforms or methodological frameworks into ELT programmes, but was carried out with Turkish pre-service teachers of English as a foreign language at a Turkish state university where course attendance was not compulsory during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

Dealing with Emergency Remote Teaching: The Case of Pre-Service English Language Teachers in Turkey

Ağçam

Akbana

Rathert

2021

JLE

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Education has been offered in the form of Emergency Remote Teaching (ERT) worldwide since March 2020 due to the spread of Covid-19. This compulsory transition has often been marked by disregard of the technological infrastructure of educational institutions, digital literacy skills of teachers and students, and their access to technology. A growing body of research discusses challenges faced in ERT; however, further studies are needed to arrive at validated conclusions to inform formal language teaching and learning. Against this backdrop, this qualitative study aimed at adding context-dependent knowledge to the literature by reporting on the case of university students majoring in language teaching. For this reason, the perceptions of a group of 67 pre-service English language teachers on ERT practices at a Turkish state university were explored. Data were collected through an interview form developed by the researchers and a focus group interview. The data were analysed inductively using content analysis. Half of the participants reported that specific skills were conducive to doing tasks in an ERT environment. They not only reported a variety of challenges related to the perceived ineffectiveness of learning, technical insufficiency, and inappropriateness of the learning environment, but also acknowledged contributions to their personal and academic development. That is, they found ERT flexible, time-saving, and favourable for learners who felt more confident in virtual classrooms, and some considered ERT as an opportunity for self-actualisation. Nonetheless, the majority favoured face-to-face education over ERT appreciating the enhanced effectiveness of in-class education. In sum, the study emphasises the need to support learners and teachers by providing instructions and strategies on how to organise learning and teaching. Moreover, schools, policy makers, and governmental authorities may need to provide ERT-tailored programmes and an infrastructure in terms of technical equipment to meet the requirements of education delivered in ERT and to realise effective language learning in virtual environments. Broadening the knowledge base concerning ERT in language teacher education, this study advises to address drawbacks of ERT and to take advantage of its opportunities.

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Digital Learning in Foreign Language Teacher Training in Higher Education: A Case Study

Abstract: The Community of Inquiry framework provides a model to design and implement online and blended learning effectively from a socio-constructivist perspective which conceives learning as socially constructed (Garrison

Cited by 2 publications

References 28 publications

Using teaching, social and cognitive presences as a lens to reflect on teaching a research module amid COVID-19

Using teaching, social and cognitive presences as a lens to reflect on teaching a research module amid COVID-19

Dealing with Emergency Remote Teaching: The Case of Pre-Service English Language Teachers in Turkey

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