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  • 2021_KTJ_Covid19 online teaching_Fanguy et al_Open Version

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Using Online Lectures to Solve Real-World Learning Challenges During the COVID-19 Pandemic

Research output: Contribution to journalJournal articlepeer-review

Forthcoming

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Using Online Lectures to Solve Real-World Learning Challenges During the COVID-19 Pandemic. / Fanguy II, Mik; Costley , Jamie; Rose , Philip; Lee, Kyungmee.

In: KOTESOL Journal, 01.02.2021.

Research output: Contribution to journalJournal articlepeer-review

Harvard

APA

Fanguy II, M., Costley , J., Rose , P., & Lee, K. (Accepted/In press). Using Online Lectures to Solve Real-World Learning Challenges During the COVID-19 Pandemic. KOTESOL Journal.

Vancouver

Author

Fanguy II, Mik ; Costley , Jamie ; Rose , Philip ; Lee, Kyungmee. / Using Online Lectures to Solve Real-World Learning Challenges During the COVID-19 Pandemic. In: KOTESOL Journal. 2021.

Bibtex

@article{b6b5075edf704a6f8146eee144ba6cf1,
title = "Using Online Lectures to Solve Real-World Learning Challenges During the COVID-19 Pandemic",
abstract = "In response to the COVID-19 outbreak, the South Korean government mandated that all universities and schools deliver courses online to minimize transmission of the virus. In order to provide insight into the experiences of those implementing this sudden and drastic shift to online teaching, the vignettes of three educators are presented. Examination of these cases revealed three key themes. First, teachers should provide at least some portion of their class online at all times as a contingency plan for disasters necessitating fully online course delivery. Second, technology-enhanced communication experiences can enhance faculty members{\textquoteright} online teaching ability and self-efficacy. Third, educational administrators also bear responsibility in enhancing the preparedness of institutions for the transition to online teaching in response to a disaster. The paper concludes with suggestions on how teachers and administrators can increase their preparedness for disasters like COVID-19 through the use of and support for online teaching. ",
author = "{Fanguy II}, Mik and Jamie Costley and Philip Rose and Kyungmee Lee",
year = "2021",
month = feb,
day = "1",
language = "English",
journal = "KOTESOL Journal",
issn = "1598-0464",

}

RIS

TY - JOUR

T1 - Using Online Lectures to Solve Real-World Learning Challenges During the COVID-19 Pandemic

AU - Fanguy II, Mik

AU - Costley , Jamie

AU - Rose , Philip

AU - Lee, Kyungmee

PY - 2021/2/1

Y1 - 2021/2/1

N2 - In response to the COVID-19 outbreak, the South Korean government mandated that all universities and schools deliver courses online to minimize transmission of the virus. In order to provide insight into the experiences of those implementing this sudden and drastic shift to online teaching, the vignettes of three educators are presented. Examination of these cases revealed three key themes. First, teachers should provide at least some portion of their class online at all times as a contingency plan for disasters necessitating fully online course delivery. Second, technology-enhanced communication experiences can enhance faculty members’ online teaching ability and self-efficacy. Third, educational administrators also bear responsibility in enhancing the preparedness of institutions for the transition to online teaching in response to a disaster. The paper concludes with suggestions on how teachers and administrators can increase their preparedness for disasters like COVID-19 through the use of and support for online teaching.

AB - In response to the COVID-19 outbreak, the South Korean government mandated that all universities and schools deliver courses online to minimize transmission of the virus. In order to provide insight into the experiences of those implementing this sudden and drastic shift to online teaching, the vignettes of three educators are presented. Examination of these cases revealed three key themes. First, teachers should provide at least some portion of their class online at all times as a contingency plan for disasters necessitating fully online course delivery. Second, technology-enhanced communication experiences can enhance faculty members’ online teaching ability and self-efficacy. Third, educational administrators also bear responsibility in enhancing the preparedness of institutions for the transition to online teaching in response to a disaster. The paper concludes with suggestions on how teachers and administrators can increase their preparedness for disasters like COVID-19 through the use of and support for online teaching.

M3 - Journal article

JO - KOTESOL Journal

JF - KOTESOL Journal

SN - 1598-0464

ER -