Abstract
This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students’ learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning. © Beijing Normal University 2021.
| Original language | English |
|---|---|
| Pages (from-to) | 51-70 |
| Journal | Journal of Computers in Education |
| Volume | 9 |
| Issue number | 1 |
| Online published | 14 Jul 2021 |
| DOIs | |
| Publication status | Published - Mar 2022 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Research Keywords
- Blended learning
- COVID-19
- Digtial technologies
- Distance learning
- Online learning
- Virtual schools
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