I was watching a recent YouTube video by Cambridge University Press ELT about the ‘great reset’ with regards to online teaching. What struck me was the fact that more credence is being given towards ‘online teaching’ now, rather than before the pandemic. I remember chatting to some other English teachers and teacher trainers about ‘online teaching’ and enquiring why there could not be an input session about online teaching and language learning during an initial teacher certificate, such as the CELTA or the equivalent. Some reasons that were made included online teaching not being a true form of teaching or it being more a fad, with the majority of organisations – prior to the pandemic – being located in South East Asia. You only have to scroll through the various online teaching companies to notice that the vast majority are located in China, Taiwan or Korea.
A few years later, a number of physical institutions and organisations are having to catch up and compete with online institutions. As well as companies and institutes having to incorporate a change to redress the current emergency, many teachers, who were teaching face-to-face, now find themselves in the position to teach within an online environment. It is my assumption that the vast majority of English teachers and practitioners have had limited experience of teaching within an online environment, let alone learning online. This raises the question: “How can English teachers be qualified to teach English online if they have not been trained?”. Teachers who have completed various qualifications (CELTA, DELTA, etc.) have all focused within a physical classroom environment. Teachers themselves have also not develop the softskills to deliver lesson content online for students and those teachers who have years of experience of teaching synchronously for numerous organisations based in South East Asia, usually unqualified without a CELTA or equivalent, have not been consulted. I should point out now that I am not disregarding how organisations, institutes and professional teachers have responded to the emergency form of teaching, but I am merely wondering whether more can be done.
Nevertheless, the video that I watch (please see above), raised an important point about the difference between ‘remote teaching’ and ‘online teaching’. Ben Goldstein highlighted that there was a clear division both forms which is a good step forwards. However, I disagree with the division of terms above. Personally, ‘remote teaching’ is associated with the location, while ‘online teaching’ is related to the tools to deliver the lesson. You are ‘remote’ from the classroom yet using ‘online’ tools to teach the students. When you teach ‘online’, you are using a variety of both ‘synchronous’ and ‘asynchronous’ tools to deliver content – not everything is delivered synchronously when teaching ‘online’. When you teach remotely, you can be located anywhere – at home, in an institute or at a cafe. You are not restricted to teaching, unless you have a stable internet connection and suitable equipment. What I find Ben is describing above is how the industry is dealing with the pandemic (“Remote”) and what online organisations were operating prior to the pandemic (“Online”).
Anyhow, the video is well worth watching as it does raise important questions as well as opportunities that are available for educational institutes.