Abstract:The authors work as online tutors for a BSc (Hons) physiotherapy programme at Coventry University in the United Kingdom. This paper represents a stage in our developing understanding, over a 3 year period, of the impact of group dynamics on online interaction among physiotherapy students engaged in sharing with their peers their first experiences of clinical practice. The literature exploring online interaction tends to situate meaning either in theories borrowed from conventional face-to-face interaction or o… Show more
“…However, it takes time for team partners to share the missions and understand the goals, and it is expected to see varying levels of resistance from team members. Collaborative skills such as collegial enquiry and reflection are needed to resolve conflicts (Clouder et al, 2006;Pedder & MacBeath, 2008), and engaging in collaborative learning seems to be a promising way to develop these collaborative skills (Chai & Tan, 2009;Laurillard, 2009). Team teaching may be most effective when it is "team learning" (Tajino & Tajino, 2000), in which team teachers are encouraged to engage jointly in information exchange, consultation, and transfer of responsibilities.…”
Abstract-Teacher collaboration is a key feature of effective professional development and is a necessary element for improved student achievement and ongoing school success. This study investigated pre-service Non-Native English Speaking Teachers (NNESTs)' attitude towards the recruitment of Native English Speaking Teachers (NESTs) and the collaboration with NESTs in EFL classrooms. The results show that most participants are not against the presence of NESTs as their teaching partners, but see qualification as the key criterion in recruiting NESTs. Even though the participants believe that team teaching with NESTs is beneficial to English learners, they are concerned about unequal partnerships and communication problems with NESTs. The results suggest that teacher educators need to take greater responsibilities to engage preservice teachers in team teaching to support pre-service teachers' professional lives.
“…However, it takes time for team partners to share the missions and understand the goals, and it is expected to see varying levels of resistance from team members. Collaborative skills such as collegial enquiry and reflection are needed to resolve conflicts (Clouder et al, 2006;Pedder & MacBeath, 2008), and engaging in collaborative learning seems to be a promising way to develop these collaborative skills (Chai & Tan, 2009;Laurillard, 2009). Team teaching may be most effective when it is "team learning" (Tajino & Tajino, 2000), in which team teachers are encouraged to engage jointly in information exchange, consultation, and transfer of responsibilities.…”
Abstract-Teacher collaboration is a key feature of effective professional development and is a necessary element for improved student achievement and ongoing school success. This study investigated pre-service Non-Native English Speaking Teachers (NNESTs)' attitude towards the recruitment of Native English Speaking Teachers (NESTs) and the collaboration with NESTs in EFL classrooms. The results show that most participants are not against the presence of NESTs as their teaching partners, but see qualification as the key criterion in recruiting NESTs. Even though the participants believe that team teaching with NESTs is beneficial to English learners, they are concerned about unequal partnerships and communication problems with NESTs. The results suggest that teacher educators need to take greater responsibilities to engage preservice teachers in team teaching to support pre-service teachers' professional lives.
“…This model of learning usually consists of video/audio conferences and instant messaging through cameras and microphones. The use of synchronous learning approaches enhances student engagement, supports group identity, and enables timely feedback from instructors (Brown et al, 2016;Clouder et al, 2006;Falloon, 2011). In asynchronous learning, instead of meeting virtually in real-time, learners go through the learning process at their convenience of time and location (Moore, 2016).…”
Section: Literature Review 21 Online Learningmentioning
The COVID-19 pandemic forced a transfer from face-to-face (F2F) learning to remote online learning in universities worldwide. A university in southern Ontario delivered English courses to language learners living globally. This study, adopting a photo-production visual method, explored four English as a second language (ESL) students’ perceptions of this online learning compared to typical F2F learning and investigated activities enabling speaking opportunities and students’ expectations for online learning. The results showed that students perceived minor differences between online learning and F2F learning, including a non-academic English environment, a sense of community, and instant communications. The learning process involved interactive and collaborative discussions and presentations that allow students’ speaking opportunities. The online discussions contributed to students’ confidence but lacked adequate feedback towards students’ speaking skills. Students expected more types of learning activities that contribute to collaborations among peers, a sense of belonging to the online community, and examination orientated English skills.
“…For example, Professor Lynn Clouder et al found that when group interactions shifted from a face-to-face setting to an asynchronous online setting, the role of the online facilitator "cannot be underestimated" and that the professor serves "as a central feature of the model and a link from one context to the other." 254 time-management skills. 259 One might expect that, on the whole, law students and other graduate students are more likely than undergraduate students to be self-disciplined.…”
Section: Components Of a Quality Online Coursementioning
96 Denver Law Review 493 (2019) This Article provides empirical data on the effectiveness of distance education in law schools following the American Bar Association's decision to increase the number of permitted online course credits from fifteen to thirty. Our data, composed of law student surveys and focus groups, reveals not only the success of distance education in legal education, but also the online teaching methods that are most effective for students.
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