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Mastering the online Master’s: developing and delivering an online MA in English language teaching through a dialogic-based framework
Abstract
With an ever increasing array of technologies offering potential for the delivery of educational e-content and support of online communication and interaction, distance learning has an opportunity to make the transition to authentic online learning and teaching as never before. However, it seems that institutions are only slowly exploiting this opportunity, particularly in the field of language teacher training. This article presents a reflective case study of a course which attempted to translate many of the features of a successful face-to-face (f2f) programme for an e-learning medium. A key element of the course was an activity-based framework based on a dialogic learning approach which aimed to retain the interactive features of f2f learning. Data will be drawn from development, delivery and evaluation of the course illustrating the manner in which the online environment was fully exploited to create an e-learning community with a range of learning opportunities.
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“These spaces provided emotional support, helped alleviate feelings of isolation (Baker and Watson 2014;DeWert, Babinski, and Jones 2003) and increased confidence and enthusiasm for work (DeWert, Babinski, and Jones 2003).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Baker and Watson 2014
In the citing paper
“Regarding the development of relevant and authentic assignments, some design principles included: adding an interactive component to online learning activities that enabled a constructive, dialogic approach to e-learning (Baker and Watson 2014); focusing on problems of the everyday teaching practice that promoted learners' participation and their ability to apply new knowledge (Burgess and Mayes 2”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Baker and Watson 2014
Citations
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No references could be resolved yet.
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Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Baker, W., & Watson, J.
- Affiliations
- University of Southampton (GB)
- Corresponding author
- Baker, Will
- ORCID
- Baker, Will
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2013-05-17
- Volume
- 51
- Issue
- 5
- Pages
- 483-496
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2214188819
- Cited by
- 17
- References
- 0
- Citations by year
- 2023: 1 · 2022: 5 · 2021: 3 · 2020: 1 · 2019: 2 · 2017: 1 · 2015: 3
- FWCI
- 4.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Innovations in Education and Teaching International (publishedVersion)
- ePrints Soton (University of Southampton) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › English Language Learning and Teaching
- Social Sciences › Education › Foreign Language Teaching Methods
- Keywords
- online master's degree, English language teaching, dialogic learning, online course design, distance education, language teacher education, online learning communities, course evaluation, face-to-face to online transition
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- CoChat. (2026). Citation check: Mastering the online Master’s: developing and delivering an online MA in English language teaching through a dialogic-based framework. https://app.cochat.ai/papers/10.1080/14703297.2013.796712
- The paper
- Baker, W., & Watson, J. (2014). Mastering the online Master’s: developing and delivering an online MA in English language teaching through a dialogic-based framework. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2013.796712
