Online learning is increasingly common (Allen & Seaman, 2016). The number of online language teacher education programs also continues to rise to address the growing need for qualified language teachers worldwide (England, 2012b; Hall & Knox, 2009; Murray, 2013). Although technology offers a plethora of possibilities, course design and implementation significantly influence students' online learning experience, likelihood of success, and satisfaction. Using a socio-constructivist, student-centered learning approach can engage students through interaction and collaboration (Garrison, 2013; Murray, 2013). Murray (2013) reported details on what language teacher education programs are offered online, their challenges and how institutions have dealt with them, and highlighted the need for further research to explore the experiences and attitudes of instructors and students. The goal of this three-article dissertation is to gain insights into one online program that prepares teachers of English to speakers of other languages (TESOL), which was recently revised to make it more student-centered by implementing a group project. The first article examines benefits and challenges of the group project according to students, teachers, and the teacher training coordinator to determine its value and to provide suggestions. The second article explores instructors' perspectives of their role in the online class and group project and offers suggestions for good practice. Recognizing that online students have diverse needs, the last article analyzes profiles of students enrolled in one class in this program and their perceptions of the Community of Inquiry presences, which have been shown to support intellectual development in online courses. Mixed methods were used including an individual semi-structured interview with students, teachers, and the teacher training coordinator, observations of archived online course documents and posts, an entrance survey, the Community of Inquiry survey as well as anonymous instructor and program evaluations completed by students at the end of the course. Findings provide detailed insights into participants' perceptions of these areas addressed in each article, which shine light on strengths of the student-centered curricular innovation and areas that may need more attention.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/621873 |
| Date | January 2016 |
| Creators | McNeil, Merica, McNeil, Merica |
| Contributors | Ariew, Robert, Ariew, Robert, Dupuy, Beatrice, Panferov, Suzanne |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
Page generated in 0.0016 seconds