Faculty’s Engagement Strategies in Covid-19 Emergency Remote Teaching of Chinese Language: a Qualitative Study

• In Event: TED- Innovative Practices in Preservice Teacher Education

Short Description

Guided by Community of Inquiry, this study reports faculty’s engagement strategies in cognitive, social, and teaching presences in Chinese language classrooms in the U.S. during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic. The instructors’ technology-mediated teaching practices were analyzed through the lens of the Technological Pedagogical Content Knowledge framework. The results revealed five characteristics in the faculty members’ ERT experiences and their fourteen engagement strategies in organizing their social, cognitive, and teaching presences.

Authors

• Presenter: Ching-Hsuan Wu, West Virginia University

• Presenter: Lizeng Huang, The Ohio State University