Professional development in the transition to online teaching: The voice of entrant online instructors

Adnan, Müge

doi:10.1017/s0958344017000106

Cited by 79 publications

(66 citation statements)

References 51 publications

(77 reference statements)

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“…It is also important for front-line teachers to document, reflect on and share their experiences of transition from classroom teaching to distance teaching (Adnan, 2018;Jonker, März & Voogt, 2018;Shelley, Murphy & White, 2013). For Chinese language teachers experiencing emergency teaching, the functionality of the technology used for emergency online teaching activities can affect the roles and engagement in the learning process.…”

Section: Teachersmentioning

confidence: 99%

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

2020

International Journal of Chinese Language Teaching

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This paper provides details of an emergency Chinese curriculum enacted as a response to the multilevel challenges for a campus-based Chinese language course due to the outbreak of the Covid-19 pandemic. Framed against this background, the study presents and reflects on the factors influencing curriculum decisions during emergency remote teaching. The data reported in this study are based on two ad hoc surveys with students and reflections undertaken between one course director and five teachers in a large-scale beginning Chinese language course in a New Zealand university. Based on students' and teachers' lived experience and perspectives, the study captures the complexities of how the pandemic crisis has reshaped the course in the Western higher education context. The study first discusses the influences from the contextual factors including social, technological, financial and organisational, and then demonstrates how the course experienced unprecedented changes to its curriculum delivery, pedagogy and assessment. Factors influencing students' and teachers' participation in the emergency remote course are also discussed. The paper ends by suggesting using the emergency teaching experience as an opportunity for advancing theory and practice in future Chinese teaching and research after the pandemic.

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Section: Teachersmentioning

confidence: 99%

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

2020

International Journal of Chinese Language Teaching

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“…There exists consensus among scholars that virtual programme delivery and assessment requires a new set of pedagogical skills (Adnan, 2018 &Ní Shé ., Farrell, Brunton, Costello, Donlon, Trevaskis andEccles, 2019) yet, students, by virtue of being accustomed to, and the prevalence of face-to-face method of programme delivery and assessment, often display apprehension towards virtual learning. The above assertions are in tandem with the views of the participants as analysed below.…”

Section: Proficiency In Virtual Pedagogy Among Lecturersmentioning

confidence: 99%

Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

Sasere

Makhasane

2020

IJHE

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Amidst the outbreak of COVID-19 worldwide, virtually all national governments declared a “lockdown” of all institutions in a bid to curtail its spread. This posed serious challenges to programme delivery and assessment in Higher Education Institutions (HEIs), with foreseeable long and short-term consequences. This study investigated the effectiveness of virtual programme delivery and assessment in Higher Education Institutions (HEIs) during the COVID-19 (Corona Virus) pandemic, from a global perspective. The study assesses the success rate of virtual teaching and learning via various online platforms that were set up to make up for time lost due to the unanticipated global HEIs closure. Organisational Change Theory was used to inform the study, within the confines of simple qualitative research approach. Data were collected using interview while participants were selected through convenience sampling technique via online platforms such as the reputable online academic community, email, WhatsApp, and the UNESCO website. Data were analysed using thematic analysis. The findings revealed disparities in responses to virtual learning across HEIs and national contexts. Training and re-training of lecturers and students, and the provision of virtual learning enabling infrastructure, were recommended to mitigate similar situation in future.

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“…We anticipate that online teaching will become the new norm for many educational institutions in the near future, even after the pandemic is fully contained. It is imperative that Chinese language teachers quickly update their professional knowledge and pedagogical skills to respond to new challenges in the forthcoming digital future (Adnan, 2018;Levy, Wang & Chen, 2009). The special issue serves as an excellent exemplar for colleagues in different parts of the world to conduct Covid-19 related research and share their practices.…”

Section: IImentioning

confidence: 99%

Introduction to the Special Issue

2020

International Journal of Chinese Language Teaching

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This Covid-19 special issue is the first of its kind to present the most updated research from front-line teacher-researchers in higher educations of different socio-cultural environments, capturing their lived experience and perpetually evolving reflections on Chinese language teaching and learning during the pandemic. The special issue is situated under the global Covid-19 pandemic context in 2020. At the beginning of the year, the outbreak of the coronavirus pandemic pushed many universities in the world to transform their classroom-based courses into online versions in an astonishingly short time. For many conventional Chinese language programmes, the pandemic crisis affected not only the course delivery mode but also teaching approaches and assessment methods. It also posed profound challenges to the current curricula based on traditional in-person educational philosophy. Needless to say, the emergency remote teaching has put enormous pressure on teachers and students in Chinese language programmes all over the world. Many teachers are forced to redesign their courses to ensure that learning objectives can still be achieved through a fair and honest assessment. They are also prompted to navigate new technologies and effective online pedagogies to keep their interactions as engaging as they used to be in the classroom. Students of Chinese are concerned with whether they are able to survive, not to mention succeed, in the challenges of learning a difficult Asian language from a completely novel mode of learning that requires a new set of learning strategies. Many of the challenges we now face do not have answers in existing research and practices. Research in technology-enhanced language learning, computer-assisted language learning and distance learning has never seen such a massive scale of experiment at any educational level in formal education (e.g. White & Zheng, 2018). Studies carried out in small classes with motivated digital learners are not representative of the diverse student population. We need to respect the fact that many students have moved online with little time to prepare and under involuntary circumstances. Furthermore, excellent online teaching practices powered by well-resourced infrastructure as well as attractive learning games with advanced software do not respond to the reality of the digital divide in different parts of the world (Light, 2001). Popular commercial online courses are typically not aligned with school or university timetables and lack the flexibility and intensiveness to be transformed into mainstream online learning resources. Therefore, identifying the multiple levels of challenges we face has become an increasingly urgent matter, as well as providing research-based suggestions and guidance to Chinese language teachers in

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Professional development in the transition to online teaching: The voice of entrant online instructors

Cited by 79 publications

References 51 publications

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

Introduction to the Special Issue

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