Abstract

1. An introspective account and critical evaluation of an e-moderators experience teaching in an online pilot EFL course. Andy Webster (s1013230)— MScTESOL Edinburgh University Research Design and Methods Abstract This dissertation will explore the processes involved with teaching an online efl course. It will consider how effective Salmon’s five stage model can assist in preparing a new e-moderator to successfully teach in an online environment .. Qualitative research will be carried out which will involve an analysis of the e-moderators reflective journal. In depth data will be collected, which will evaluate my approach to on-line teaching and critically appraise the skills needed to become a successful e-moderator. Timetable For the Dissertation • Literature in the Area of Study • Beetham, H. and Sharpe, R.(2007) Rethinking pedagogy for a digital age : designing and delivering e-learning. New York : Routledge • Compton, L. K. L. (2009) Preparing Language Teachers to Teach Language Online: A Look at Skills, Roles, and Responsibilities. Computer Assisted Language Learning, 22(1): 73-99. • Goodfellow, R. & Lamy, M-N. (2009) Learning Cultures in Online Education. London: Continuum Publishing. • Hockley, N. and Clandfield, L. (2010) Teaching Online: Tools and Techniques, Options and Opportunities. Surrey: Delta Publishing • Murugaiah, P. & Thang, S. M. (2010) Development of Interactive and Reflective Learning Among Malaysian Online Distant Learners: An ESL Instructor’s Experience. International Review of Research in Open and Distance Learning, 11(3): 21-41. • Pachler, N. and Daly, C. (2011) Key Issues in E-Learning. London: Continuum Publishing. • Salmon, G. (2002) E-tivities: the Key to Active Online Learning. London: Kogan • Senior, R. (2010) Connectivity: A Framework for Understanding Effective Language Teaching in Face-to-Face and Online Learning Communities. RELC Journal, 41(2): 137-147. • Wenger, E. (2009) Digital Habitats: Stewarding Technology for Communities.Portland: Cpsquare. • The following questions will be addressed in accordance with teaching in an on-line environment • How can computer mediated communication be used effectively to encourage learning on-line ? • Can face-to-face language learning pedagogy translate to an on-line learning environment? • Does Salmon’s five stage model adequately prepare an e-moderator for the complexity of an on-line language learning environment? • What is the teachers role in an on-line learning environment? • What challenges does an e-moderaor face when teaching on-line for the first time? • What are the e-moderators beliefs and perceptions about teaching within an on-line language learning environment? Rationale “Teaching online is not the future anymore. It is an important part of the here and now of language teaching education. Teachers need to know what tools are out there and what techniques can help them use these tools.” (Clandfield, 2010: 3) It is no longer necessary for learning to be confined to the classroom. The online environment provides flexible learning, where students can connect with learners globally and learn at their own pace. This dissertation will assist in evaluating my first experience of teaching online and will explore how my development relates to Salmon’s Five stage model. My perceptions and attitudes towards teaching in a fully online environment will be analyzed thoroughly. • The e-moderator will keep a reflective journal prior to and during aone month on-line course. This will then be analysed thoroughly and the role of e-moderator in accordance with Salmon’s Five Stage model will be critically evaluated. This will provide a greater understanding of the processes and challenges encountered when teaching online for the first time “Teachers’ must learn to recognise the social processes that technology enables and understand how to support these processes as a way to foster the emergence of meaningful communities.” Wenger(2009: 191)