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Learning Presence and the Reconceptualization of Language and Literacy Teachers' Online Professional Development

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Title: Learning Presence and the Reconceptualization of Language and Literacy Teachers' Online Professional Development
Language: English
Authors: Pawan, Faridah, Sankaranarayanan, Rajagopal, Myers, Rodney, Miao, Dorcas
Source: Online Learning. Dec 2021 25(4):49-73.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Language Teachers, Literacy Education, Teacher Attitudes, Faculty Development, Second Language Learning, Second Language Instruction, Teaching Methods, Online Courses, Learning Experience, Doctoral Programs, Content Analysis, Learning Strategies, Peer Relationship, Professionalism
ISSN: 2472-5749
Abstract: Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers' (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals' self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.'s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs' online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs' straddled "professionalization and professionalism" goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.'s (2017). The research's limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1334529
Database: ERIC
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  Data: Learning Presence and the Reconceptualization of Language and Literacy Teachers' Online Professional Development
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers' (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals' self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.'s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs' online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs' straddled "professionalization and professionalism" goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.'s (2017). The research's limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 49
    Subjects:
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Online Courses
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      – SubjectFull: Learning Experience
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      – SubjectFull: Doctoral Programs
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      – SubjectFull: Content Analysis
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Professionalism
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      – TitleFull: Learning Presence and the Reconceptualization of Language and Literacy Teachers' Online Professional Development
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