Keywords:
Digital Competence, Online Language Teaching, OLSit Framework
Presented by:
Haixia Liu, Grand Valley State University
Key Statement:
This study examined how in-service foreign language teachers who are pursuing a postgraduate degree in a teacher education program are trained to teach foreign languages online.
Abstract:
This study explores how in-service foreign language teachers pursuing a postgraduate degree in the US are trained for online language instruction. Three cohorts were studied over three semesters. Data collection involved a tech survey, participant observations, final project reviews, and interviews. Survey results indicated participants' lack of knowledge in online teaching. Gradual development of online teaching competence was observed through effective technology integration. Factors contributing to digital competence development included modeling, peer learning, assessment, and experiential learning. The study concludes with suggestions for enhancing foreign language teachers' digital competence, confidence, and motivation in online instruction.
Learning Outcomes:
Analyze the training methods: Participants will gain the ability to analyze the training methods employed to prepare in-service foreign language teachers for online language instruction.
Assess the factors for digital competence development: The audience will be able to assess the factors that contribute to the digital competence development of foreign language teachers, such as modeling, peer learning, assessment, and experiential learning.
Apply strategies for effective online teaching: Attendees will acquire the knowledge and skills to apply strategies for effective online teaching, including the integration of technology in designing online course modules, enhancing pedagogical, technical, and organizational skills.
Hear it from the author:
TRANSCRIPT:
Hello, everyone!
My study is titled "Developing Foreign Language Teachers' Online Teaching Competencies: An Application of the 'Own it, Learn it, Share it' Framework in Higher Education in the United States."
Background
In the context of higher education's rapid shift to online teaching, there's a pressing need for educators to excel in online and blended instruction. Research reveals that not all online instruction supports personalized, high-quality learning experiences. Educators often struggle to leverage technology effectively for meaningful teaching.
The OLSit Framework
In this study, I used the transformative 'Own it, Learn it, Share it' (OLSit) framework by Lee & Hannafin (2016) because its potential for empowering foreign language teachers in online instruction remains underexplored.
Overview
This study explores how in-service foreign language teachers pursuing a postgraduate degree in the United States are trained for online language instruction. Three cohorts were studied over three semesters. Data collection involved a tech survey, participants’ final project assessment, and interviews. Survey results indicated participants’ lack of knowledge in online teaching. Gradual development of online teaching competence was observed through effective technology integration. Factors contributing to digital competence development included modeling, peer learning, assessment, and experiential learning etc.
References
Baird, T. D. (2021). Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person. Educational Technology Research and Development, 69(1), 105–108.
https://doi.org/10.1007/s1142302009837-7
George, A., & Sanders, M. (2017). Evaluating the potential of teacher-designed technology-based tasks for meaningful learning: Identifying needs for professional development. Education and Information Technologies, 22(6), 2871–2895. https://doi.org/10.1007/s10639-017-9609-y
Heinrich, C. J., Darling-Aduana, J., Good, A., & Cheng, H. (2019). A look inside online educational settings in high school: Promise and pitfalls for improving educational opportunities and outcomes. American Educational Research Journal, 56(6), 2147–2188. https://doi.org/10.3102/0002831219838776
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing
engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
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