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What is Instructional Mode

Chapter 7
Transferring Language Learning and Teaching From Face-to-Face to Online Settings
A term used to describe the way a class is delivered, for example, face-to-face class, online class, and so forth.
Published in Chapter:
Teacher Online ELT Experiences in a Rural Primary School in China During the COVID-19 Pandemic
Di Liang (The Pennsylvania State University, USA) and Xingtan Cao (University of Ottawa, Canada)
Copyright: © 2022 |Pages: 22
DOI: 10.4018/978-1-7998-8717-1.ch007
Abstract
This study adopts narrative inquiry to report five English teachers' online teaching experiences in a rural primary school in China during the COVID-19 pandemic. From a sociocultural theoretical perspective, this study shows how the participating teachers navigated the transition in instructional mode and developed familiarity with online teaching over time. Using thematic analysis, the findings of this study reveal that the teachers showed anxiety toward online teaching, that they formed a virtual community of practice, that they incorporated lived experiences into online teaching, and that they called for professional development centered on online teaching and spoke to the changing needs for English teaching in the post-COVID era. Implications are provided regarding how the teachers could transfer face-to-face ELT to an online setting and how they could be better supported professionally by the school and their colleagues.
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Chapter 5
Using Film as an Active Instructional Tool in Teaching and Learning in Kenyan Secondary Schools
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Chapter 14
Transformative eLearning Engagement Tools Used in Research Classes
Instruction may occur within different modalities, including the traditional face to face instructional environment, but may also include distance learning environments that include blended modalities, flipped classroom modalities, as well as fully online modalities. During the COVID-19 pandemic, early 2020 saw the immediacy of higher education’s shutdown during which time all courses immediately moved into a remote learning environment as a response to the events occurring; slowly, remote learning shifted into a more formalized synchronous and asynchronous online learning environment.
Published in Chapter: Transformative eLearning Engagement Tools Used in Research Classes; From: eLearning Engagement in a Transformative Social Learning Environment
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