The interaction patterns of pandemic-initiated online teaching: How teachers adapted

Abstract

This study investigated how teachers adjusted their teaching practices for online teaching during the COVID-19 pandemic in Vietnam. In the study, we collected data from ten teachers within the Department of English at a university in Vietnam through semi-structured interviews via Zoom. During the interviews, the participants shared how they organised their teaching activities and addressed challenges in engaging students. To analyse the data, we focused on the variety of interaction patterns (teacher-student, student-student and student-content) in online teaching. The results showed that most of the teachers deployed activities for two main types of interaction: teacher-student, and student-content, but not for student-student interaction. Teachers also reported that they received limited online teacher training and had to learn by themselves how to engage students remotely. While the university tried to support teachers, no consistent online teaching guidelines were provided. The study suggests that higher education institutions should offer training opportunities and provide teachers with clear guidelines for online teaching.

Teaching and learning languages online: Challenges and responses

“…This study demonstrated the DCE framework's value as a potential tool to enable researchers to have a deeper understanding of teachers' digital competence. Le et al (2022) focuses on how Vietnamese EFL teachers adjusted their online pedagogical practices to facilitate multiple forms of interaction. They were found to organize teaching activities for teacher-student interaction and student-content interaction but not for student-student interaction.…”

Disruption, Transition, and Re-imagining: Teaching, Learning and Development in the Midst of the Two Pandemics

“…The challenges faced by educators during the pandemic have led to recommendations for preparation programs and institutions to ensure teachers are prepared to teach using difference modalities and understand best practices for engaging students remotely Le, et al, 2022). Our teachers' experiences during this time period of not only Covid19 but also of increased awareness of societal inequities and social unrest demands more focused attention on not simply online teaching strategies but specifically on how to be a culturally responsive and abolitionist teacher in a virtual environment.…”

The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching

“…Studies focused on peer learning in relation to the integration of technologies during ERT are still rare. Le et al (2022) showed that teachers hoped for the support of a learning management system in courses, to provide peer support and mentoring, and for online communities to share their best practices. A study by Johnson et al (2020) showed that peer learning was a sought-after source of support and that it had clear benefits for teachers.…”

“…Few studies have focused on peer learning in relation to the integration of technologies during ERT. In their study, Le et al (2022) reported the interaction patterns of pandemic-initiated online teaching and how teachers from the English department at a university in Vietnam adapted to the situation. Those authors collected data from ten teachers and reported that the teachers received limited online training and had to learn by themselves how to engage students remotely.…”