Planned Online Language Education versus Crisis-Prompted Online Language Teaching: Lessons for the Future

Autor/inn/en	Gacs, Adam; Goertler, Senta; Spasova, Shannon
Titel	Planned Online Language Education versus Crisis-Prompted Online Language Teaching: Lessons for the Future
Quelle	In: Foreign Language Annals, 53 (2020) 2, S.380-392 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12460
Schlagwörter	Online Courses; Teaching Methods; Second Language Learning; Second Language Instruction; Language Tests; Information Security; Conventional Instruction; Educational Change; Disease Control; Disease Incidence; Crisis Management; Educational Quality; Copyrights; Computer Software; Expectation; Outcomes of Education; Educational Planning; Futures (of Society); COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Bildungsreform; Krisenmanagement; Quality of education; Bildungsqualität; Expectancy; Erwartung; Lernleistung; Schulerfolg; Bildungsplanung; Future; Society; Zukunft
Abstract	Online (language) teaching has been found to be as effective as face-to-face (F2F) learning (Moneypenny & Aldrich 2016, "J. Educators Online," 13, 105-174; Goertler & Gacs, 2018, "Die Unterrichtspraxis/Teaching German," 51, 156-174). Online language teaching has different affordances and challenges than F2F teaching, which can be taken into consideration when online language education is carefully planned using a backwards design iterative process (e.g., Meskill & Anthony, 2015, "Teaching language online"). In early 2020, many institutions rapidly transitioned away from F2F instruction due to the global pandemic. While this was at times referred to as online teaching, it in fact is not planned online teaching but rather crisis-prompted remote teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020, "Educause Review," 27 March). Given the circumstances and the timeframes for crisis online teaching, quality expectations must be lowered especially in regards to testing security, technological sophistication, accessibility, copyright, and learning outcomes. This article presents a roadmap for planning, implementing, and evaluating online education in ideal and in crisis contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01