Building a Sustainable Community of Inquiry through Online TESOL Professional Development

Shin, Joan Kang

doi:10.4324/9781315641263-9

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…The implementation of tools and interventions to enact the Presences in language teaching has also been a subject of investigation (see, for example, Shin, 2016;Sun et al, 2017;Elverici & Karadeniz, 2018;Fornara & Lomicka, 2019). Of particular interest to researchers has been the use of social media tools and instructional approaches in establishing SP to enhance community building in the classroom.…”

Section: Learning Presence As a Concept In Coi: A Continuing Conversationmentioning

confidence: 99%

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Pawan

Sankaranarayanan

Myers

et al. 2021

OLJ

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Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers’ (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals’ self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.’s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs’ online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs’ straddled “professionalization and professionalism” goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.’s (2017). The research’s limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.

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Section: Learning Presence As a Concept In Coi: A Continuing Conversationmentioning

confidence: 99%

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Pawan

Sankaranarayanan

Myers

et al. 2021

OLJ

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“…research on discussion facilitation (Hara et al, 2000; Shin, 2016), video feedback (West et al, 2017; Henderson & Phillips, 2015), video content creation and curation (Guo et al, 2014), social presence (Borup et al, 2014; Lowenthal & Dunlap, 2018; Rourke et al, 2001), and blended learning strategies (Graham et al, 2019);…”

Section: Methodsmentioning

confidence: 99%

“…Each webinar was offered first for China and then twice for teachers globally to accommodate different time zones, with webinar recordings also made freely available. The webinars focused on the design and facilitation of synchronous and asynchronous remote instruction guided by explore, design, and explain frameworks based on the following: (Hara et al, 2000;Shin, 2016), video feedback (West et al, 2017;Henderson & Phillips, 2015), video content creation and curation (Guo et al, 2014), social presence (Borup et al, 2014;Lowenthal & Dunlap, 2018;, and blended learning strategies (Graham et al, 2019); • • frameworks such as Community of Inquiry (Garrison et al, 2000) and PICRAT (Kimmons et al, 2020); and Specifically, 13 practical tips were developed using the resources above and grouped into one of the three 1-hour webinars (see Figure 2):…”

Section: Contextmentioning

confidence: 99%

Webinars for English Language Teachers During the Pandemic: Global Perspectives on Transitioning to Remote Online Teaching

Shin¹,

Borup

Barbour

et al. 2022

AERA Open

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The current pandemic closed schools worldwide, tasking teachers to engage learners remotely without time to prepare. This study focuses on a professional development webinar series for English language teachers worldwide. Access to geographically dispersed English language teachers created an opportunity to gain international perspectives on teachers’ challenges, perceptions, and needs related to transitioning to remote, online teaching. We found webinars were an effective way to provide just-in-time professional development for teachers globally, particularly about engaging students, providing feedback, developing online presence, and creating activities specific for online learning environments. The main challenges teachers reported facing were keeping their students engaged and progressing in the learning activities; unequal student access to technology and the internet; and learning and troubleshooting technology. At the same time, learning new technology and online resources was also what teachers most frequently reported enjoying about remote teaching.

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Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education

Cervatiuc

2019

Handbook of Research on Cross-Cultural Online Learning in Higher Education

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This chapter focuses on asynchronous discussion forums in online higher education. Drawing on recent research and her experience as the program coordinator of an online Master of Education and developer and instructor of online courses, the author of this chapter identifies and explains some principles for the successful design and management of asynchronous discussion forums, such as the relevance of the course topics, flexible, accountable, active, collaborative, and focused learning and the ideal role of the online instructor. The author also proposes a framework for the effective organization of learning modules in asynchronous online courses.

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Building a Sustainable Community of Inquiry through Online TESOL Professional Development

Cited by 3 publications

References 1 publication

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Webinars for English Language Teachers During the Pandemic: Global Perspectives on Transitioning to Remote Online Teaching

Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education

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