Reimagining crisis teaching through autoethnography: a case of an online Japanese course
MetadataShow full item record
The global pandemic has forced all language teachers, regardless of their affinity to and preparation for online teaching, to convert their face-to-face courses into online versions of crisis teaching. Despite being a crisis, it has also opened opportunities for language educators and researchers to identify innovative ways of evaluating, improving and revamping their current practices. This timely paper reports on emerging issues triggered by emergency remote teaching (ERT), gleaning from the in-depth observations and critical reflections of a Japanese language program coordinator (instructor). Through autoethnography, she provided her first-hand experience and critical reflection on the ERT phenomenon. Qualitative data were gathered from her journal reflections, course evaluations, student assessment outcomes, and communication records documented in Blackboard. The findings pinpoint the following aspects amid ERT: the primacy of tele-/co-presence and the issue of privacy; solutions for online test proctoring and technical malfunction; pedagogically-sound assessment methods in fully online contexts; the balance between asynchronous and synchronous modes and interactions among students. The salient aspects offer best practices that synergize pedagogy and technology for less commonly taught languages delivered in a fully online environment. These valuable lessons learned from ERT can be conducive to future remote teaching in the post-COVID-19 era.
Showing items related by title, author, creator and subject.
Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical DiscussionHasegawa, Hiroshi (2015)The use of Information and Communication Technologies (ICT) in enhanced online education is playing an increasingly prominent role in various fields of tertiary education. It is used to enrich learning experiences in ...
Building Innovative Online Korean and Japanese Courses: A Pilot on Technology- Enhanced Curriculum DevelopmentSato, E.; Sohn, H.; Chen, Julian; Adebowale, K.; Jourdain, S. (2015)Our pilot project created blended/online courses to accommodate the growing needs of precollegiate and collegiate students interested in learning Korean and Japanese. In the initial phase, we conducted a survey of students’ ...
The perceptions of lecturers and on-campus students on online teaching and learning in higher educationChin, Kum (2004)In recent times, there has been a strong push for higher education institutions to offer more online courses to cater for students who otherwise would be denied university education. While this may benefit the many distance ...