The shift to online teaching and learning caused by the global pandemic has presented numerous challenges for instructors and learners. However, it has also created an opportunity for instructors to develop new and more effective teaching approaches and to reflect on their practice as they adapt to the online mode of instruction. Farrell describes reflective practice as an approach where "teachers actively collect data about their teaching beliefs and practices and then reflect on the data in order to direct future teaching decisions." (2018, p.11). Richards and Farrell(2005) suggest that using self-observation to objectively collect information about one's teaching behavior and practices through lesson reports and audio or video recordings can be a basis for making decisions about possible behavior changes. This presentation reports on action research using qualitative and quantitative analysis for self-observation and reflection of online teaching practices. The presenter will share data from Zoom class recordings, and a teaching journal collected weekly from her online academic English classes at a university in Japan. She will show how her analysis of her self-observations and journal led to modifications in her delivery, teacher talk, task design, and technical skills, and how these modifications enhanced her learner's online learning experience. This presentation is for instructors looking for meaningful ways to reflect on their practice.

Authors:
Aviva Ueno, Meiji Gakuin University, Japan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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