Teacher thinking in a context change: Teaching language and culture online
Tatiana Levi, The George Washington University, United States
The George Washington University . Awarded
This multiple case study describes the changes nine language and culture instructors made to their pedagogical constructs as a result of developing and teaching online distance learning courses. The instructors each had considerable prior classroom teaching experience, but none had previously developed and taught an online course. They were selected from a pool of twenty-two instructors who had recently prepared content for online language and culture distance learning courses at a large training institution. This study was conducted to gain insight into the changes in instructors' pedagogical constructs during the process of moving from the face-to-face instructional context to the online context. The study investigates the following questions: (a) How does online language teaching differ from face-to-face teaching? (b) What processes are involved in developing an online course? (c) What skills are needed by instructors to be fully prepared to develop and teach online courses? (d) What type of professional development do teachers need for the online course development and teaching? Findings of this study show that providing models of development and teaching to instructors helps bridge a gap between the two instructional contexts. This study found that in the online context, as in the face-to-face classroom, the teacher's own classroom experience is the starting place for professional development and the primary tool for reflection. Implications of this study provide useful insights for future language and culture teachers interested in offering Web-based courses.
Levi, T. Teacher thinking in a context change: Teaching language and culture online. Ph.D. thesis, The George Washington University.
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