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Preparing teachers for web 2.0 education:

Shifting from conventional Face to Face to online teaching workshop TEFLIN 2013

Gumawang Jati & Finita Dewi


Background The internet has had a considerable impact upon the way we teach and learn. ICT is a challenge for educational institutions and teaching professionals. Effective programs of teacher development and training are needed to support this significant change.

...”without staff development nothing is likely to happen beyond pilot schemes” (Salmon, 2000, p 55)


Shifting from 1.0 to 2.0


Web 2.0 in Education


Workshop highlight Describe the online teacher preparation before becoming online tutor in a blended learning course “XL Future Leaders” Identify some key findings for prospective online tutors and teacher development and training program developers Provides required competencies of online tutors based on online class observation


Discussion 1

What are the technical requirements for an online tutor?


Overview of XL Future Leaders Project (1/5)

There were 130 participants  Groups into 5 clusters • • • • •

Jakarta Bandung Yogyakarta Surabaya Makasar

Coming from various Universities and they are at semester 4, 6 and 8


Overview of XL Future Leaders Project (2/5) Duration: 80 hours (on-line and off-line) Aims: help the participants to learn to communicate more effectively and confidently in discussion and presentation.

Objectives: • Increase their active vocabulary for the purpose of discussion and presentation • Develop reading and listening skill to support their communicating skills in discussion and presentation • Develop their confidence to present ideas in discussion and presentation with great fluency and accuracy at their levels


Overview of XL Future Leaders Project (3/5)  This online course provides lots of materials taken from the real resources in the form of reading text, audio and video. Participants will be exposed to different kinds of English in the real life situation.  There are five units in this course  Each units consist of three parts:  Reading  Listening  Watching Video

 Each parts will be followed by interactive exercises and various kinds of tasks


Overview of XL Future Leaders Project (4/5)

In each parts, there are some tasks that will give the participants chances to practice their english both in written and oral form. The tasks are:


Overview of XL Future Leaders Project (5/5) Off-line material outline;        

Socializing Giving an Introduction in a speech/ talk and discussion Making a good presentation Making and responding to points given by audience Delivering different kinds of talks/presentations Handling voice and body language Handling questions in discussion and presentation Cross Cultural Tips and Terminologies related to discussion and presentation


The Online Tutors (background) There were 6 online tutors  Background • 4 English Dept. graduate with 1 – 2 years experiences • 2 International Relation dept. with 4 – 5 years experiences

 Computer & Internet literacy • • • • •

Computer literacy Emails Browsing Social Network No experience as online students


Discussion 2 Have you participated in an online course? If “yes” what do you think about your online tutor? What are the biggest challenge to be online student? What are the best strategies to facilitate online learning?

If “no”, Can you predict the significant differences in teaching F2F and Online in term of methodology?


Training Program Face to face workshop preparation  Program overview  Familiarization with platform • Getting involve in the online discussion forum and giving engaging comments • Checking students’ assignments • Giving comments and score to assignments • Checking students’ online activities and giving necessary feedback

 Try to be a student  Discussion including methods how to respond to students posts, quizzes, assignments etc.


Online teaching observation  Observation • • • •

Frequency of login to online class Giving announcements and reminder Quick response to the online students The language used in giving comments/response (Formal Vs Friendly)

 Discussion and input (online)  Discussion and input F2F


Sample of Tutors’ responses


Sample of Tutors’ responses


Sample of Tutors’ responses

Online tutor only provided general comments


Sample of Tutors’ responses

Comments from online tutor started to be more engaging and keep the communication going on


Students’ Voices the online tutor, mas ilyas, is quite good, he is a kind person and help me to using this elearning and improve my english.. but, i give 1 recommendation, please check your email as often as possible, hmm or 1 times in a day, because we dont know if we want know information or something that must ask to online tutor, we need it as soon as possible,.. but thank you very much to all of online tutor that help me to do this whole english course

My tutor is good thanks mrs yuli. For the motivation and the correct writing. But she didnt reply again my message about the listening section broken. \

I think the tutors should be more responsive to us.


Students’ Voice 

My online tutor is Ms. Grace. She’s very kind and helpful. Although I often late to do my assignment, she persistent remind me friendly. A very patient tutor. Thank you Ms. Grace :)

I like my online tutors, Grace. Always remind me and give a supporting comments.

My online tutors, Grace, is really communicative and caring. She always gives comments to my assignments eventhough I don’t reply it. Actually I want to reply, but I don’t know how to reply it because there is only edit submission button which is shown. I am grateful to be tutored by her because she pointed out my mistakes and my lack.


The Tutor’s Voice

The most challenging part is in giving constructive yet motivating comments for the participants

I have to be aware of using appropriate words to motivate the students

The challenge was managing time. I should adapt the new situation when the participants had different available time

I have to reread my comments before posting to avoid inappropriate wording


Findings Ability to demonstrate sufficient technical skills in using the online learning environment  Confident in the use of technology  Ongoing practical application during the program provide hands on experience


Ability to identify the significant differences and similarities between face to face and online learning  The control of learning is in the hand of the students – Teachers have to wait  Challenge in giving comments or reminder • Repetition – using different mode of instruction

 Dealing with Ss with low technical literacy  Motivating students via online communication  Synchronous Vs. Asynchronous Communication


Ability to identify strategies and techniques to facilitate online  Not explaining materials but giving comments and facilitating the learning process  Showing concerns to the students • Content • Pace


Required Competencies for Online Tutor Act like a learning facilitator rather than a professor Be willing to contact students who are not participating Communicate technical information in plain English Create a warm and inviting atmosphere that promotes the development of a sense of community among participants


Required Competencies for Online Tutor Deal effectively with disruptive students Develop relationships Effectively use whatever technology has been selected to support online learning Encourage students to bring real-life examples into the online classroom Get students to respect assignment due dates and agreed-upon working times Give prompt feedback


Required Competencies for Online Tutor Help students identify and use appropriate learning techniques Help students identify strengths and areas of needed improvement Provide structure for students but allow for flexibility and negotiation Use the web as a resource Most of all, have fun and open yourself to learning as much from your students as they will learn from one another and from you!

Teflin 2013  

Shifting from Conventional Face to Face to online teaching. A workshop TEFLIN 2013

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