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Teaching EFL Online - An e-moderator's report (Paperback)
Loot Price: R454
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Teaching EFL Online - An e-moderator's report (Paperback)
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Loot Price R454
Discovery Miles 4 540
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Donate to Gift Of The Givers
Total price: R474
Discovery Miles: 4 740
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This work explores the role of the e-moderator, taking account of
the skills required and the processes involved in creating and
teaching an online English as a Foreign Language (EFL) course. It
also details those theories which are applicable to online learning
and how they are represented through various models, thus creating
a framework to assist the e-moderation process. In particular,
Salmon's five-stage model (2004) is analysed to assess its
effectiveness in helping to prepare a new e-moderator to teach in
an online environment. Qualitative self-study research is conducted
involving an analysis of the e-moderator's reflective journal. This
method can be particularly insightful, uncovering the e-moderator's
beliefs, perceptions and challenges encountered throughout the
process. Thus, in-depth data is collected and used in evaluating an
approach to e-moderation. It reveals how Salmon's five-stage model
and others can be considerably helpful, although not sufficient in
themselves, for successful online teaching and learning. In this
regard, a critical appraisal and detailed analysis of Salmon's
model relating to this research is conducted to assess the skills
required to become a successful e-moderator. This research reveals
not only the complexities, problems, responsibilities and
challenges encountered but also the tremendous rewards that can be
reaped from the e-moderation process. Such research can
encouragingly provide other practitioners with a valuable insight
into the process and leads to recommendations for further research.
In conclusion, it is apparent that systematic frameworks such as
Salmon's five-stage model can be extremely useful for effective
scaffolding but on their own they are not sufficient to produce a
successful e-moderation process. It is suggested, therefore, that
additional support and continual encouragement should be provided
to motivate and engage students in both synchronous and
asynchronous interactions. Moreover, consideration
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