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World language teachers’ transition from face-to-face to online teaching
PROCEEDING

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Scholars and practitioners are increasingly coming to recognize that, practices that have been successful in traditional teaching do not always translate well when used online. This is especially the case in online second-language teaching. This study examines how CSL (Chinese as a second language) teachers perceive their transition from face-to-face to online teaching. The current study was conducted in a virtual high school in the Midwestern United States. Twelve online CSL teachers from a virtual high school in the Midwestern United States participated in individual 40- to 60-minute interviews about their adjustment from face-to-face to online teaching. All the interview transcripts were coded and analyzed using a bottom-up scheme, and a total of five themes generated, which reflected teachers adjustments in the managerial, social, and pedagogical roles that teachers play when moving into online teaching.

Citation

Zheng, B. & Lin, C.H. (2016). World language teachers’ transition from face-to-face to online teaching. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 858-861). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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