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TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
TIRF at 2013 TESOL - A Case for Online English Language Teacher Education
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TIRF at 2013 TESOL - A Case for Online English Language Teacher Education

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TIRF released its 2013 commissioned study, "A Case for Online English Language Teacher Education," at the 2013 TESOL Convention in Dallas, Texas. The research investigated a range of online …

TIRF released its 2013 commissioned study, "A Case for Online English Language Teacher Education," at the 2013 TESOL Convention in Dallas, Texas. The research investigated a range of online professional development opportunities offered by institutions around the world.
This presentation features Dr. Denise Murray, author of the study, and TIRF Trustee, Dr. MaryAnn Christison. In addition to conducting an extensive literature review, Dr. Murray analyzed eighteen case reports submitted by providers of online professional development opportunities for language teachers. A free downloadable PDF of the report can be located on TIRF’s website.

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  • 1. Welcome to TIRF’s 2013Presentation at the TESOL Convention in Dallas!
  • 2. Task• How do you define online in the context of an education course?• Share your definition with a neighbor.
  • 3. A Case for Online Language TeacherEducationIMPETUS FOR THE STUDY
  • 4. Some Statistics• 6.7 million (32%) US college students taking one online course (Sloan Consortium 2011)• Growth of MOOCs e.g., Coursera – 115 courses – 33 institutions worldwide – 1.5 million participants• K-12 U.S. schools e.g., Pennsylvania – 300,000 students online• OLTE – 20 in mid-1990s – 120 in 2009 (Hall & Knox)
  • 5. Research Questions(1) What language teacher educationprograms, workshops, and/or courses arecurrently being offered online, and what aretheir key characteristics?(2) At what levels is such education beingoffered (e.g., undergraduate, diploma,certificate, master’s degree, doctoral studies, orindividual workshops or courses for professionaldevelopment)?(3) What issues arise in delivering languageteacher education online? How have institutionsaddressed these issues?
  • 6. A Case for Online Language TeacherEducationCLARIFYING THE STUDY
  • 7. Some DefinitionsOnline Hybrid Blended Web- facilitated 30-79% online (Sloan)80%+ Some face-to- Meet face-to- 0-29% online;delivered face class time; face; online face-to-face;online large threaded LMS or(Sloan) proportion of discussions webpages the course and file- (Sloan) would take sharing place online (Bauer- (Bauer- Ramazani) Ramazani)
  • 8. Defining OLTEOLTE is any professional developmentopportunity (PDO) in education for teachers ofEnglish to speakers of other languages (TESOL)where at least 80% is delivered online. ThesePDOs may include professional developmentcourses, certificates, diplomas, and/or degreeprograms delivered by for-profit educationorganizations, professional organizations, andcolleges/universities.
  • 9. Defining OLTEOLTE is any professional developmentopportunity (PDO) in education for teachers ofEnglish to speakers of other languages (TESOL)where at least 80% is delivered online. ThesePDOs may include professional developmentcourses, certificates, diplomas, and/or degreeprograms delivered by for-profit educationorganizations, professional organizations, andcolleges/universities.
  • 10. A Case for Online Language TeacherEducationWHO DOES OLTE?
  • 11. Task• Describe any OLTE you are engaged in or are familiar with.• Share with a neighbor.
  • 12. Finding Providers• Web searches• Web-based educational consolidators• TESOL professional websites, journals, and newsletters• Trinity College London Validated Course Providing Organisations 2012• Announcements of the project• Distance learning accreditation websites
  • 13. Finding Providers• 186 potentials – 106 universities; 80 non-universities – Asia, Australasia, Europe, North America, and South America – Not-for-profit and for-profit organizations – Large and small• 140 contacted – 97 universities – 43 non-universities
  • 14. Providers ContactedCountry University Non-university Providers ProvidersU.S. 50 6U.K. 13 13Canada 9 7Australia 10 1Spain 1 5New Zealand 4 1Thailand 1 2Mexico 2Ireland 2
  • 15. A Case for Online Language TeacherEducationWHAT DATA IS NEEDED TOANSWER THE QUESTIONS?
  • 16. Research Questions(1) What language teacher educationprograms, workshops, and/or courses arecurrently being offered online, and what aretheir key characteristics?(2) At what levels is such education beingoffered (e.g., undergraduate, diploma,certificate, master’s degree, doctoral studies, orindividual workshops or courses for professionaldevelopment)?(3) What issues arise in delivering languageteacher education online? How have institutionsaddressed these issues?
  • 17. Data Sets• Literature review• Review of Websites offering OLTE• Case Reports
  • 18. DataLITERATURE REVIEW
  • 19. Literature Review• Online learning• OLTE• Distance Education• CALL
  • 20. Key Issues in Literature Review• Access• Building Community• Intersection of technology and pedagogy• Student life online• Professional development for teacher educators• Administrative support
  • 21. DataREVIEW OF WEBPAGES OF OLTEPROVIDERS
  • 22. Task• What do you think are essential features of an OLTE webpage?• Share your ideas with a neighbor.
  • 23. Analysis of Webpages of OLTE Providers• Design• Program content• Home page • Sales pitch • Enquiry desk • Edifice• Appeals to audience • Quality • Job placement • Travel
  • 24. DataCASE REPORTS
  • 25. Providers Contacted• 140 contacted by individual emails – 18 agreed to write case report – 5 program hadn’t or had just started – 1 no online program – 8 forwarded to another person; no reply – 12 too busy, not enough staff to write; 2 concerned about proprietary information – 96 no response (after 2 emails)
  • 26. Case Report Content• In collaboration with TIRF board, a format was developed for case reports: – Identify and describe the PDO – Describe the target audience – Describe how you recruit students – Describe the curriculum – Explain goals and objectives – Describe teaching & learning activities – Describe local context/global context – Describe preparation for future teaching contexts
  • 27. Case Report Content– Describe characteristics of teacher educators– Describe non-teaching support staff– Explain learning assessments– Explain mechanisms to evaluate the PDO– Discuss challenges of offering PDO online– Describe successes of PDO and how documented
  • 28. Case Report ProvidersCountry Type of institution (number)Australia University (2)Guatemala Bi-national center (1)New Zealand University (1)United Kingdom University (2)United States Association (2) Publisher (1) University (9)
  • 29. Case Report ProvidersCountry Type of institution (number)Australia University (2)Guatemala Bi-national center (1)New Zealand University (1)United Kingdom University (2)United States Association (2) Publisher (1) University (9)
  • 30. Issues from Case Reports• The audience for OLTE• Pedagogical choices• Technological choices• Ensuring quality
  • 31. A Case for Online Language TeacherEducationIN CONCLUSION
  • 32. Findings• Types and characteristics of OLTE• Trends – Appropriate candidates for OLTE – Developing communities of practice – The intersection of technology and pedagogy – OLTE quality
  • 33. Where to now?• Further research: – Instructor attitudes and experiences; – Participant attitudes and experiences; – Technical support staff attitudes and experiences; – Peer-peer interaction; – Instructor-participant interaction; – Learning outcomes; – Cost effectiveness; and – Washback of online pedagogical strategies to classroom practice.
  • 34. the complexity of the issues involved in technology and learning is pushing us to look beyond gross decontextualized measures of effectiveness to understand effectiveness in terms of the specifics of what people do with computers, how they do it, and what it means to them (Kern 2006: 189).
  • 35. the complexity of the issues involved in technology and learning is pushing us to look beyond gross decontextualized measures of effectiveness to understand effectiveness in terms of the specifics of what people do with computers, how they do it, and what it means to them (Kern 2006: 189).
  • 36. Prof. Denise E. Murraydenise.murray@tirfonline.edu
  • 37. Access to OLTE PaperVisit www.tirfonline.org - Click on “English in the Workforce”Direct link - http://www.tirfonline.org/wp-content/uploads/20
  • 38. Focused discussion• Appropriate candidates for OLTE• Developing communities of practice• The intersection of technology and pedagogy• OLTE quality• Teacher qualifications

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