A Case Study of an Online Graduate Course for Worldwide Language Teachers

Abstract

This case study investigates the nature of learning processes in a web-based graduate course for ESL/EFL teachers. It also explores how the students themselves understood their learning experiences in the online course. By examining the two issues, the present study aims to address whether and how online learning environments helps to promote teachers' constant reflection of their knowledge and practice and thus enhance professional competence. Data sources included messages in bulletin board, interviews with the students, and email correspondence between the students and the instructor. With regard to the nature of learning processes, data analysis revealed that the students frequently related their experiences and views to theories of course readings; reflected on and presented their personal values without any reference to the course readings; actively interacted with their class members regarding a wide range of issues; brainstormed teaching methods; had exposure to worldwide resources. Regarding students' perceptions of their online learning experiences, data analysis showed that web-based courses possess several mechanisms that may be conducive to student learning. This study, however, also showed that such mechanisms do not automatically lead to successful learning. Based on the findings, this study proposes factors that could facilitate online teaching and learning.