Preparing the new normal: developing teaching, social and cognitive presence in post-pandemic language learning

準備迎接新常態：在後疫情時代發展教學、社會和認知存在感的語言學習

Kathryn Murphy-Judy

《語文與國際研究》 24期 (2020/12) Pp. 1-14

https://doi.org/10.3966/181147172020120024001

摘要

The recent pandemic threw language educators into a flurry of activity to adapt to the new reality of forced distance teaching and learning. This delivery of language education is called emergency remote teaching (ERT) and should not be confused with true online language teaching (OLT). Conversion time was severely limited in ERT, often less than one week, and teachers had little time to rethink and retool their materials. Still, one of the most important strategies from OLT could and should have been considered and implemented: attention to the three presences. Teaching, social and cognitive presences are described and easy pivots from face-to-face or hybrid/blended learning to fully remote are suggested.

關鍵字

emergency remote teaching (ERT) ； online language teaching (OLT) ； presence

並列摘要

最近的新冠疫情使語言教育者們陷入了一陣慌亂，為的是適應被迫進行遠距教學和學習的新事實。這種稱為緊急遠距教學（ERT）的語言教育方式，不應該與真正的線上語言教學（OLT）混為一談，因為ERT的轉換時間受到嚴重限制，通常不到一週，而且教師幾乎沒有時間重新思考和重新編排教材。儘管如此，OLT最重要的策略之一：著重教學，社會和認知存在感，應該被考慮和實施。本文描述了此三種存在感，並提出從面對面、混成到完全遠距學習，簡易可行的教學建議。

並列關鍵字

緊急遠距教學（ERT） ； 線上語言教學（OLT） ； 存在感

參考文獻

Alvarez, A. Jr. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144-153. https://doi.org/10.5281/zenodo.3881529

Gacs, A., Goertler, S., and Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi-org.proxy.library.vcu.edu/10.1111/flan.12460

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