GOTEC logo. Global Online Teacher Education Center at George Mason University

Research

Community of Inquiry Research

Through multiple projects, this line of research examines the benefits of the online professional development program for English language teachers around the world. Several studies were conducted using a questionnaire developed around the Community of Inquiry (CoI) framework by Garrison, Andreson, and Archer (2000). First, the instrument was adapted and validated for the non-native speakers of English. Then English language teachers who were part of the Teaching English to Young Learners (TEYL) program as well as the English Language Secondary Education in Uzbekistan English Speaking Nation program were invited to complete the questionnaire. The participants’ perception of instructors’ teaching presence (TP), social presence (SP), and cognitive presence (CP) as well as perceived instructor social presence (ISP) were measured. The initial results show the effectiveness of the online course design to build an international network of English teaching professionals who benefited greatly from the global interactions with the instructors and fellow participants. Consistent results were obtained from different projects (TEYL and English Speaking Nation program) as well as different course formats (global online courses and massive open online courses). Below is the list of presentations and publications on this topic.

Publications

Borup, J., Shin, J., Powell, M. G., Evmenova, A. S., & Kim, W. (accepted pending revisions). Revising and validating the Community of Inquiry instrument for global online courses. International Review of Research in Open and Distributed Learning

Evmenova, A. S., Shin, J. K., & Borup, J. (2018). Online professional development for English teachers around the world. Proceedings of the 8th Annual International Conference on Education e-Learning (pp. 134-140). Global Science and Technology Forum (GSTF). https://dl4.globalstf.org/products-page/proceedings/eel/online-professional-development-for-english-teachers-around-the-world/

Presentations

Pawan, F., Christison, M. A., Healey, D., Shin, J. K., & Warren, A. (2021, March 27). Research into the practices of online language teacher education [Panel discussion]. The 55th Annual TESOL Convention.

Borup, J., Shin, J. K., Powell, M. G., Evmenova, A. S., Kim, W. (2020, April 6-10). Revising and validating the Community of Inquiry Instrument for global courses. [Paper Session]. Society for Information Technology & Teacher Education International Conference, Virtual

Evmenova, A. S., Shin, J. K., Borup, J. (2019, December 9). Ways to offer effective online professional development for teachers around the world. [Paper Session]. London International Conference on Education, London, United Kingdom of Great Britain and Northern Ireland.

Shin, J. K., Evmenova, A. S. , Borup, J., Kim, W., El-Bilawi, N., & King, J. M. (2019, March 15). Challenges in global online PD for English teachers. [Paper Session]. TESOL 2019 International Convention & English Language Expo, Atlanta, GA.

Bain, K., Jenkins, B., Nunamaker, A., & Shin, J. K. (2019, March 13). Making global open educational resources locally adaptable [Paper presentation]. The 53rd Annual TESOL Convention, Atlanta, GA, United States.

Evmenova, A. S., & Shin, J. K. (2018, September 25). Online professional development for English teachers around the world. [Paper Session]. The 8th Annual International Conference on Education and e-Learning Conference, Singapore.

MOOC and MOOC Camp Research

Through multiple projects, this line of research explores the use of Massive Open Online Courses (MOOCs) and MOOC Camps for professional development of English language teachers around the world. Because MOOCs are well known for low pass rates, Bawa (2016) noting that MOOC pass rates can be less than 5%, our research seeks to understand learner engagement in MOOCs and develop innovative pedagogies for teacher professional development using MOOCs. This includes exploring connectivist MOOCs (cMOOCs) that emphasize learner-learner interactions on discussion boards to develop a community of learners as well as blended MOOCs (bMOOCs) in which a group of students enroll in an online MOOC but then meet regularly in-person in “MOOC camps” to discuss and apply their learning. Our research examines how these MOOC camps are organized and facilitated as well as the benefits of attending MOOC camps. We are currently studying MOOC camp participants from our English language teachers who were part of the Teaching English to Young Learners (TEYL) program as well as the Teaching English to Young Learners (TEYL) in Saudi Arabia program.