Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge

Golia Mohammadi1
1Department of English Language and Literature, Persian Gulf University, Bushehr, Iran

Tóm tắt

The popularity of online education has prompted computer-assisted language learning (CALL) teachers to attend online teacher professional development (OTPD) courses. Online education has necessitated a deeper look into online delivery in professional development courses. Hence, an exploratory qualitative case study was conducted to investigate how synchronous, asynchronous, or the blend of both, called bichronous online learning, could develop teachers’ CALL pedagogical knowledge through project-oriented tasks. In light of data from technology-review projects and discussions, it was revealed that bichronous online learning benefited teachers significantly in acquiring CALL pedagogical knowledge, specifically in selecting, developing, and evaluating CALL materials. Bichronous online learning incorporates the best affordances of synchronous and asynchronous modalities. The findings showed that synchronous and asynchronous modalities complement each other and should not be substituted for each other. This study could be considered a contribution on account of informing the community of inquiry about the pedagogical affordances of bichronous online learning and proving that bichronous online learning is an ideal learning setting to aid CALL teacher education programs.

Tài liệu tham khảo

Alblooshi, E. (2021). Teaching 21st century skills in a bichronous learning environment. The Asian ESP Journal, 17(4), 58–77. Al-Busaidi, S., & Al-Seyabi, F. (2021). Project-based learning as a tool for student-teachers’ professional development: A study in an Omani EFL teacher education program. International Journal of Learning, Teaching and Educational Research, 20(4), 116–136. https://doi.org/10.26803/ijlter.20.4.7 Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5–21. https://doi.org/10.1080/19415257.2017.1280524 Bartlett, L. (2022). Specifying hybrid models of teachers’ work during COVID-19. Educational Researcher, 51(2), 152–155. https://doi.org/10.3102/0013189X211069399 Blair, E. (2015). A reflexive exploration of two qualitative data coding techniques. Journal of Methods and Measurement in the Social Sciences, 6(1), 14–29. https://doi.org/10.2458/v6i1.18772 Bond, M. (2021). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191–247. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Corona virus pandemic. Asian Journal of Distance Education, 15(1), 1–6. Brzezinska, M. (2022). Global skills in the global pandemic: How to create an effective bichronous learning experience during an emergency shift to remote instruction. In M. E. Auer, A. Pester, & D. May (Eds.), Learning with technologies and technologies in learning (pp. 679–706). Cham: Springer. Brzezinska, M., & Cromarty, E. (2022). Emergency remote teaching in the university context: Responding to social and emotional needs during a sudden transition online. In G. Meiselwitz (Ed.), Social computing and social media: Applications in education and commerce (pp. 30–47). Springer. Celen, F. K., & Seferoglu, S. S. (2020). Improving the use of ICT through online professional development platform based on metacognitive strategies. Global Journal of Information Technology: Emerging Technologies, 10(1), 45–59. https://doi.org/10.18844/gjit.v10i1.4747 Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y Cheung, A. (2021). Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons. System, 100, 102566. https://doi.org/10.1016/j.system.2021.102566 Choi, J., Lee, J.-H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. https://doi.org/10.1016/j.tate.2019.05.005 Coiado, O. C., Yodh, J., Galvez, R., & Ahmad, K. (2020). How COVID-19 transformed problem-based learning at Carle Illinois College of Medicine. Medical Science Educator, 30(4), 1353–1354. https://doi.org/10.1007/s40670-020-01063-3 Cong, L. M. (2020). Successful factors for adoption of synchronous tools in online teaching at scale. In T. McLaughlin, A. Chester, B. Kennedy, & S. Young (Eds.), Tertiary education in a time of change (pp 39–60). Springer. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2022). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 54(3), 473–489. https://doi.org/10.1080/15391523.2021.1899877 Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(100), 1–9. https://doi.org/10.1186/1471-2288-11-100 Elliott, J. C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, 33(3), 114–125. https://doi.org/10.1080/21532974.2017.1305304 Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning, 4(2), 349–367. https://doi.org/10.31681/jetol.907757 Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551 Fadhilah, M., Sutrisna, S., Muslimah, S. N., & Ihsan, M. T. (2021). An exploring methods in online learning: Synchronous and asynchronous. ETDC: Indonesian Journal of Research and Educational Review, 1(1), 74–81. https://doi.org/10.51574/ijrer.v1i1.55 Farros, J. N., Shawler, L. A., Gatzunis, K. S., & Weiss, M. J. (2020). The effect of synchronous discussion sessions in an asynchronous course. Journal of Behavioral Education. https://doi.org/10.1007/s10864-020-09421-2 Fowler, R. C. (2019). The effects of synchronous online course orientation on student attrition (Publishing No. 13896239)[Doctoral dissertation, University of South Carolina]. ProQuest. https://scholarcommons.sc.edu/etd/5346/ Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002 Ge, X., & Huang, K. (2022). Designing online learning environments to support problem-based earning. In O. Zawacki-Richter & Z. Jung (Eds.), Handbook of open, distance and digital education (pp. 1–18). Springer. González-Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260–269. https://doi.org/10.1111/flan.12466 Guillén, G., Sawin, T., & Avineri, N. (2020). Zooming out of the crisis: Language and human collaboration. Foreign Language Annals, 53(2), 320–328. https://doi.org/10.1111/flan.12459 Gunes, S. (2019). What are the perceptions of the students about asynchronous distance learning and blended learning? World Journal on Educational Technology: Current Issues, 11(4), 230–237. Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Pre-service and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. Healey, D. (2018). Technology enhanced learning environments. In J. I. Liontas (Ed.), The TESOL encyclopaedia of English language teaching. John Wiley & Sons Inc. Hirschel, R., & Humphreys, G. (2021). Emergency remote teaching: Comparing asynchronous online activities with traditional classroom instruction Computer Assisted Language Learning Electronic Journal. Call Ej, 22(3), 261–286. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. The difference between emergency remote teaching and online learning. Educause Review. Retrieved Mar 27, 2020, From https://er.educause.edu/articles/2020/3/the-differencebetween-emergency-remote-teaching-and-online-learning. Hodges, C. B., Barbour, M., & Ferdig, R. E. (2022). A 2025 vision for building access to K-12 online and blended learning in pre-service teacher education. Journal of Technology and Teacher Education, 30(2), 201–216. Hubbard, P. (2018). Technology and professional development. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching, John Wiley & Sons. NY: Inc. Hubbard, P., & Levy, M. (2006). The scope of CALL education. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 3–20). John Benjamins Publishing Company. Ironsi, C. S. (2022). Google Meet as a synchronous language learning tool for emergency online distant learning during the COVID-19 pandemic: Perceptions of language instructors and pre-service teachers. Journal of Applied Research in Higher Education, 14(2), 640–659. https://doi.org/10.1108/JARHE-04-2020-0085 Islam, C. (2019). Using web conferencing tools for preparing reading specialists: The impact of asynchronous and synchronous collaboration on the learning process. International Journal of Language and Linguistics. https://doi.org/10.30845/ijll.v6n3p1 Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement. Profile Issues in TeachersProfessional Development, 23(2), 121–135. Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318 Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. In C. A. Chapelle & S. Sauro (Eds.), Handbook of technology and second language teaching and learning (pp. 278–292). John Wiley & Sons Inc. Kessler, M., Loewen, S., & Trego, D. (2021). Synchronous video computer-mediated communication in English language teaching. ELT Journal, 75(3), 371–376. https://doi.org/10.1093/elt/ccab007 Knowles, L. (2022). English language learners’ preference for asynchronous, synchronous and hybrid modes of online learning. Journal of Inquiry and Research, 115, 67–83. Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of pre-service and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158–1168. https://doi.org/10.1016/j.tate.2009.02.020 Kohnke, L. (2021). Professional development and ICT: English language teachers’ voices. Online Learning, 25(2), 36–53. Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 296–301. https://doi.org/10.1177/0033688220937235 Kong, S.-C., Looi, C.-K., Chan, T.-W., & Huang, R. (2017). Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-Learning in school education. Journal of Computers in Education, 4(1), 5–25. https://doi.org/10.1007/s40692-016-0062-5 Kong, S.-C., Zhang, G., & Cheung, M.-Y. (2022). Pedagogical delivery and feedback for an artificial intelligence literacy programme for university students with diverse academic backgrounds: Flipped classroom learning approach with project-based learning. Bulletin of the Technical Committee on Learning Technology, 22(1), 8–14. Lajoie, S. P., Bodnar, S., Hmelo-Silver, C. E., Chen, Y., Zheng, J., Huang, L., & Kazemitabar, M. (2020). Toward quality online problem-based learning. In S. M. Bridges & R. Imafuku (Eds.), Interactional research into problem-based learning (pp. 367–390). Purdue University Press. Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315. https://doi.org/10.1016/j.tate.2018.07.008 Lee, H.-C., & Blanchard, M. R. (2019). Why teach with PBL? Motivational factors underlying middle and high school teachers’ use of problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 13(1), 2. https://doi.org/10.7771/1541-5015.1719 Lee, Y.-J., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653–661. https://doi.org/10.12973/eu-jer.11.2.653 Lin, Z. (2015). In-service professional development in an online environment: What are South Australian English as an additional language or dialect teachers’ views? Professional Development in Education, 41(3), 527–545. https://doi.org/10.1080/19415257.2014.902860 Lo, C. K., Cheung, K. L., Chan, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1981397 Lockee, B. B. (2021). Shifting digital, shifting context:(Re) considering teacher professional development for online and blended learning in the COVID-19 era. Educational Technology Research and Development, 69(1), 17–20. https://doi.org/10.1007/s11423-020-09836-8 Lowenthal, P., Dunlap, J., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning Journal. https://doi.org/10.24059/olj.v21i4.1285 Mai, T. M., Tran, L. T., Nguyen, M. T., Le, L. V., & Vo, N. H. (2022). Evaluating the design and delivery of an online community-based course to develop school teachers’ TPACK for emergency remote teaching. Computer Assisted Language Learning, 23(4), 162–186. Marchlik, P., Wichrowska, K., & Zubala, E. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland. Education and Information Technologies, 26(6), 7107–7131. https://doi.org/10.1007/s10639-021-10556-6 Marshall, H. W., & Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. Tesl-Ej, 24(2), 2. Martin, F., Polly, D., & Ritzhaupt, A. Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review. Retrieved Sept, 8, 2020, From https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning Martin, F., Kumar, S., Ritzhaupt, A. D., & Polly, D. (2023). Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. The Internet and Higher Education, 56, 100879. https://doi.org/10.1016/j.iheduc.2022.100879 Mendieta, J., & Barkhuizen, G. (2020). Blended language learning in the Colombian context: A narrative inquiry of teacher ownership of curriculum change. Computer Assisted Language Learning, 33(3), 176–196. https://doi.org/10.1080/09588221.2018.1553888 Metscher, S. E., Tramantano, J. S., & Wong, K. M. (2021). Digital instructional practices to promote pedagogical content knowledge during COVID-19. Journal of Education for Teaching, 47(1), 121–124. https://doi.org/10.1080/02607476.2020.1842135 Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012 Mohammadi, G. (2022, Jun 18). Teachers' pedagogical scaffolds in ludic language pedagogy: Implementing synthesis of qualitative data (SQD) model [Poster presentation]. JALTCALL 2022, online. https://jaltcall2022.edzil.la/session/3053 Mohammadi, G., & Tafazoli, D. (2022). Developing teachers’ reflective practices through a virtual exchange program. Computer Assisted Language Learning. Call Ej, 23(1), 215–232. Moorhouse, B. L., & Beaumont, A. M. (2020). Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID-19 class suspensions. TESOL Journal. https://doi.org/10.1002/tesj.545 Moorhouse, B. L., & Kohnke, L. (2021a). Responses of the English-language-teaching community to the COVID-19 pandemic. RELC Journal, 52(3), 359–378. Moorhouse, B. L., & Kohnke, L. (2021b). Thriving or surviving emergency remote teaching necessitated by COVID-19: University teachers’ perspectives. The Asia-Pacific Education Researcher, 30(3), 279–287. https://doi.org/10.1007/s40299-021-00567-9 Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1), 51–70. https://doi.org/10.1007/s40692-021-00195-8 Mouza, C., Hartshorne, R., Baumgartner, E., & Kaplan-Rakowski, R. (2022). Special issue eitorial: A 2025 vision for technology and teacher education. Journal of Technology and Teacher Education, 30(2), 107–115. Nami, F. (2022). Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course. ReCALL, 34(1), 110–125. https://doi.org/10.1017/S0958344021000148 Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21–39. Peterson, A. T., Beymer, P. N., & Putnam, R. T. (2018). Synchronous and asynchronous discussions: Effects on cooperation, belonging, and affect. Online Learning, 22(4), 7–25. Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8 Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19–30. https://doi.org/10.1016/j.tate.2018.09.004 Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432. https://doi.org/10.1080/01587919.2018.1476840 Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682. https://doi.org/10.1016/j.compedu.2019.103682 Reich, J. (2021). Ed tech’s failure during the pandemic, and what comes after. Phi Delta Kappan, 102(6), 20–24. Riel, J. (2020). Measuring feature-level participation and efficacy with online teacher professional development (oTPD) [Unpublished doctoral dissertation]. University of Illinois Riwayatiningsih, R., & Sulistyani, S. (2020). The implementation of synchronous and asynchronous e-language learning in EFL setting: A case study. Jurnal Basis, 7(2), 309–318. https://doi.org/10.33884/basisupb.v7i2.2484 Tafazoli, D. (2021). CALL teachers’ professional development amid the COVID-19 outbreak: A qualitative study Computer Assisted Language Learning. Call Ej, 22(2), 4–13. Tafazoli, D., Gómez-Parra, M.-E., & Huertas-Abril, C. A. (2020). Teachers’ computer-assisted language learning literacy: A comparative study in Spain and Iran. International Journal for 21st Century Education, 7(1), 3–18. Tafazoli, D., & Meihami, H. (2023). Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: Language teachers’ technological needs and suggestions. Journal of Computers in Education. https://doi.org/10.21071/ij21ce.v7i1.13220 Teräs, H. (2016). Collaborative online professional development for teachers in higher education. Professional Development in Education, 42(2), 258–275. https://doi.org/10.1080/19415257.2014.961094 Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. Tseng, S.-S., & Yeh, H.-C. (2019). Fostering EFL teachers’ CALL competencies through project-based learning. Journal of Educational Technology & Society, 22(1), 94–105. Tsybulsky, D., Gatenio-Kalush, M., Abu Ganem, M., & Grobgeld, E. (2020). Experiences of pre-service teachers exposed to project-based learning. European Journal of Teacher Education, 43(3), 368–383. https://doi.org/10.1080/02619768.2019.1711052 Utomo, D. T. P., & Ahsanah, F. (2022). The implementation of bichronous online learning: EFL students' perceptions and challenges. ELT Forum: Journal of English Language Teaching,11(2), 134–147. https://doi.org/10.15294/elt.v11i2.54273 Wang, X., Jacob, W. J., Blakesley, C. C., Xiong, W., Ye, H., Xu, S., & Lu, F. (2020). Optimal professional development ICT training initiatives at flagship universities. Education and Information Technologies, 25(5), 4397–4416. https://doi.org/10.1007/s10639-020-10154-y Wang, Z., & Zou, D. (2021). Synchronous computer mediated communication in English language classes during the pandemic: A case study of Wuhan. In W. Jia (Ed.), Emerging technologies for education (pp. 325–333). Cham: Springer. Wasserman, E., & Migdal, R. (2019). Professional development: Teachers’ attitudes in online and traditional training courses. Online Learning, 23(1), 132–143. Weber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018). Promoting pre-service teachers’ professional vision of classroom management during practical school training: Effects of a structured online-and video-based self-reflection and feedback intervention. Teaching and Teacher Education, 76, 39–49. https://doi.org/10.1016/j.tate.2018.08.008 Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers’ perceptions: Barriers and supports to using technology in the classroom. Education, Communication & Information, 5(2), 183–206. https://doi.org/10.1080/14636310500186214