online-teaching
Filtering by topic online-teaching(3)Clear all filters
- PaperComputers & Education14 Jun 2026
Reimagining credit recovery: Leadership and teaching for student engagement and support in asynchronous online learning
Samantha Viano, Hector Moya, Elissa Robinson, John Chen et al.
This paper examines how leadership and teaching practices can be reimagined to improve student engagement and support in credit recovery programs delivered through asynchronous online learning.
- PaperELT Journal11 Jun 2026
English teaching online, in politically difficult circumstances
Phyo Wai Tun, Richard Smith
This study documents an expert online English teacher in post-coup Myanmar who successfully adapted to frequent power cuts and poor internet using low-bandwidth tools and flexible strategies. The teacher's approach was driven by a strong sense of care for students, prioritizing relationship-building and emotional support. Findings advocate for teacher education that develops context-sensitive problem-solving skills for crisis-affected settings.
Original abstract
This article explores the practices of an expert online English teacher in the politically difficult context of post-coup Myanmar. While much existing research focuses on the limitations of teaching in such settings, this study documents successful, locally adapted practice. Findings show that the teacher did not rely on advanced technologies but used low-bandwidth tools and flexible strategies to manage regular power cuts and poor internet access. Her teaching was shaped by a strong sense of care for her students, with relationship-building and emotional support seen as essential to learning. At the heart of her approach was a deep understanding of the political and social context, which informed every aspect of her technological and pedagogical decisions. These findings offer practical implications for teacher education in crisis-affected settings, arguing for a shift towards the development of strategic, context-sensitive problem-solving skills.
- PaperLanguage Learning & Technology1 Jan 2026
Teaching pronunciation online: A sociomaterial study of Swedish as a second language instruction in adult education
Andreas Lagerlöf
Using Actor–Network Theory, this study analyzes how pronunciation instruction is enacted in online Swedish as a second language classes for adults. Observations and interviews reveal that technological actors such as cameras, microphones, and platforms shape instruction, affecting articulatory modeling, prosody practice, corrective feedback, and assessment. The findings conceptualize pronunciation instruction as a sociomaterial practice emerging from human and non-human interactions.
Original abstract
This paper examines how pronunciation instruction is enacted in online Swedish as a Second Language (SSL) within Municipal Adult Education (MAE). Using Actor–Network Theory (ANT), classroom observations and teacher interviews trace how human and non-human actors (e.g., teachers, students, platforms, cameras, microphones, recordings) shape instruction. Five analytic scenes show that: (1) close-up camera/microphone affordances amplify articulatory modeling; (2) prosody practice becomes an auditory, distributed activity coordinated via audio files and chat functions; (3) corrective feedback is configured by one-speaker-at-a-time interfaces and headphone listening; (4) assessment is redistributed over time; and (5) domestic soundscapes and connectivity contingencies unevenly condition what is hearable and assessable. In the paper, pedagogical implications grounded in these scene-based analyses are articulated. Pronunciation instruction is thus shown to emerge as a sociomaterial practice, enacted through the actors and infrastructures of the online classroom.