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dc.contributor.authorChen, Nian-Shingen_US
dc.contributor.authorLevy, Michaelen_US
dc.contributor.authorWang, Yupingen_US
dc.date.accessioned2017-04-04T17:22:06Z
dc.date.available2017-04-04T17:22:06Z
dc.date.issued2009en_US
dc.date.modified2010-08-23T07:00:27Z
dc.identifier.issn17501229en_US
dc.identifier.doi10.1080/17501220802655417en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30229
dc.description.abstractThis paper aims to describe the experience of two online tutors as they learn to teach the language to learners at a distance. The two tutors formed part of a cohort of eight participants who attended a four-week training course (Stage 1) followed by an eight-week online teaching practice (Stage 2) from November 2006 to February 2007 at Griffith University, Brisbane, Australia. Special attention is paid to recording the tutors' experience as they moved through the workshops and on to the teaching practice sessions, which began with individual teaching and later involved team teaching. In order to capture the details of the learners' experience, and their individual views on working in an online environment, a qualitative approach is taken to record the experiences of the two tutors. A second and complementary point of focus is on the design, structure and sequencing of the training materials that were used to guide and motivate the trainee tutors, first in helping them acquire the knowledge and skills required to use a Synchronous Learning Management System (SLMS) and second on helping them develop the strategies and techniques necessary for effective online pedagogy. The paper describes the rationale, structure and use of these training materials which promote action and reflection through a learning cycle. This project employs an SLMS called the Collaborative Cyber Community (3C). 3C has a wide range of features that trainee tutors learn how to use including synchronous cyber classrooms supported by a videoconferencing system called JoinNet, an interactive whiteboard, text chat and joint web browsing.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom17en_US
dc.relation.ispartofpageto34en_US
dc.relation.ispartofissue1en_AU
dc.relation.ispartofjournalInnovation in Language Learning and Teachingen_US
dc.relation.ispartofvolume3en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCommunications Technologies not elsewhere classifieden_US
dc.subject.fieldofresearchChinese Languagesen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode100599en_US
dc.subject.fieldofresearchcode200311en_US
dc.subject.fieldofresearchcode139999en_US
dc.titleDeveloping the skills and techniques for online language teaching: a focus on the processen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Languages and Linguisticsen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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