Graduation Year

2022

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Sanghoon Park, Ph.D.

Committee Member

Jane Richards, Ph.D.

Committee Member

Meghan Bratkovich, Ph.D.

Committee Member

James Hatten, Ph.D.

Keywords

design strategies, instructional strategies, interaction, qualitative study, online language learning

Abstract

As our world becomes more interconnected, our learning environment and interactions continue to evolve, moving away from face-to-face meetings, toward online discussions using various forms of interaction. In the online learning environment, instructors now need to swiftly pivot their methods of instruction in order to assure student success in the online learning environment and to achieve this goal, instructors need concrete instructional and design strategies to support student interactions. To this end, I explored how online language instructors currently promote interaction in their courses, how the Community of Inquiry (CoI) framework applies to their selection of instructional strategies, the instructors’ perceptions of interaction in online language learning, and the challenges instructors experience when designing online language learning courses in a qualitative, descriptive exploratory study of five instructors. I discovered several elements influenced the design, organization, and facilitation of the courses, including extra assessments of the environment, technology, and student population and LMS outline design considerations in Chapter 5. Additionally, the instructors exhibited similar perceptions regarding interaction and shared common technology issues which could indicate a need to further explore shared experiences in second language acquisition teaching strategies.

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