Empowering Teachers for Effective Online English Language Instruction: A Case Study of Prezi Video Implementation

Hasan Zainnuri, Ngadiso Ngadiso

Abstract

The shift to online learning during the COVID-19 pandemic significantly transformed teaching practices. Technology has become indispensable in education, including English language teaching. This initiative aimed to train junior high school English teachers to optimize online learning, specifically in the context of Emergency Remote Teaching, using Prezi Video. While curated videos offer convenience, the training emphasized teacher-created content to enhance students' sense of teacher presence. Creating videos allows for customized materials tailored to specific learning needs. The training was conducted online in two phases: a workshop with 50 participants from 37 junior high schools, followed by technical assistance and mentoring via Zoom and WhatsApp. The initiative yielded two key outcomes: teachers produced instructional videos, many of which were implemented in online classrooms, and a Special Interest Group was established for ongoing Teacher Professional Development. This approach highlights the importance of empowering teachers with technology skills and fostering a collaborative environment for continuous improvement in online English language teaching. The training was particularly relevant as teachers faced challenges, including ensuring student engagement and effective communication, underscoring the need for tailored professional development. These initiatives not only enhanced teachers' technical skills but also addressed the emotional and social dimensions of teaching, fostering a supportive community to navigate the complexities of online education.

Keywords

empowering teacher, online instruction, online learning, prezi video

References

Clark, R. E. (2001). Learning from media. Greenwich, CT: Information Age Publishers. Clark, R.E and Morrison, G.R. (2019). Media and learning: Definition and summary of research, do media influence the cost and access to instruction. Education Encyclopedia State University.com. Accessed from https://education.stateuniversity.com/pages/2211/Media-Learning.html on January 31, 2020

Green, J.K., Burrow, M.S. & Carvalho, L. (2020). “Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigit Sci Educ 2, 906–922 (2020). https://doi.org/10.1007/s42438-020-00185-6 Mayer, R. (1997). “Multimedia learning: Are we asking the right questions?” Edycational Psychologist 32(1): 1-19

Morrison, D. (n.d.). How to Develop a Sense of Presence in Online and F2F Courses with Social Media. online learning insights. Retrieved October 25, 2020, from http://onlinelearninginsights.wordpress.com/2014/09/29/how-to-develop-a-sense- of-presence-in-online-and-f2f-courses-with-social-media/

Mousavi, S. Y.; Low, R; and Sweller, J. (1995). "Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes." Journal of Educational Psychology 87:319–334.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (2nd ed.). San Francisco: Jossey-Bass.

Preisman, K. A. (2014). “Teaching presence in online education: from the instructor’s point of view”. Online Learning, 10(3), 1–16.

UNT Commons. (2020). “The importance of instructor presence in online learning.” Retrieved on October 25, 2020 from https://teachingcommons.unt.edu/teaching-essentials/online-teaching/importance -instructor-presence-online-learning

Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2), pp.225-24.

DOI: https://doi.org/10.20961/ee.v9i3.92680

Refbacks

  • There are currently no refbacks.