|
Tác giả CN
| Moore, Caroline. | |
Nhan đề
| Virtually unknown: teacher engagement in an online conference /Caroline Moore, Tony Fisher and Eric Baber. | |
Thông tin xuất bản
| 2016. | |
Mô tả vật lý
| p. 200-211. | |
Tùng thư
| Oxford University Press. | |
Tóm tắt
| For several teacher associations, webinars and online conferences are an increasingly important mode of communication in a wide range of educational contexts. Yet, despite this growing popularity, relatively little is currently known about their inherent usefulness, what counts as successful participation, or how webinar sessions might best be shaped to support teacher development. Our study aims to address this gap in existing knowledge by examining data gathered from a web conference hosted by the International Association of Teachers of English as a Foreign Language over two days in October 2014. We ask what constitutes webinar discourse, what counts as successful and unsuccessful participation, and how the format might be refined in order to maximize successful participation in future online events. Furthermore, it evaluates participants’ general satisfaction with the online event. Our study combines discourse analysis of participant contributions with the analysis of questionnaire data gathered from participants. In this way, the study focuses on the turn-by-turn management of webinar discourse, while also taking into account participants’ own evaluations. | |
Đề mục chủ đề
| Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN | |
Thuật ngữ không kiểm soát
| An online conference. | |
Thuật ngữ không kiểm soát
| Teacher engagement. | |
Tác giả(bs) CN
| Baber, Eric. | |
Tác giả(bs) CN
| Fisher, Tony. | |
Nguồn trích
| ELT journal.- 2016, Vol. 70, No. 2. |
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| 100 | 1 |aMoore, Caroline. |
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| 245 | 10|aVirtually unknown: teacher engagement in an online conference /|cCaroline Moore, Tony Fisher and Eric Baber. |
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| 260 | |c2016. |
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| 300 | |ap. 200-211. |
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| 362 | 0 |aVol. 70, No. 2 (Apr. 2016) |
|---|
| 490 | |aOxford University Press. |
|---|
| 520 | |aFor several teacher associations, webinars and online conferences are an increasingly important mode of communication in a wide range of educational contexts. Yet, despite this growing popularity, relatively little is currently known about their inherent usefulness, what counts as successful participation, or how webinar sessions might best be shaped to support teacher development. Our study aims to address this gap in existing knowledge by examining data gathered from a web conference hosted by the International Association of Teachers of English as a Foreign Language over two days in October 2014. We ask what constitutes webinar discourse, what counts as successful and unsuccessful participation, and how the format might be refined in order to maximize successful participation in future online events. Furthermore, it evaluates participants’ general satisfaction with the online event. Our study combines discourse analysis of participant contributions with the analysis of questionnaire data gathered from participants. In this way, the study focuses on the turn-by-turn management of webinar discourse, while also taking into account participants’ own evaluations. |
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| 650 | 17|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN |
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| 653 | 0 |aAn online conference. |
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| 653 | 0 |aTeacher engagement. |
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| 700 | 1 |aBaber, Eric. |
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| 700 | 1 |aFisher, Tony. |
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| 773 | |tELT journal.|g2016, Vol. 70, No. 2. |
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