First-time online learners in Myanmar: Understanding perspectives, expectations, experience, and empowerment of English educators in non-formal education

• In Event: Roundtable Session (Monday I)
  In Refereed Round-Table Session: Technology supported learning

Proposal

The focus of this pilot case study is to understand the perspectives, expectations, experience, and empowerment of English educators working in a non-formal eduction setting as first-time online learners. The participants of this study are Myanmar young adults who were enrolled as students in a 4-week online pilot course, which was intended to promote learning-by-doing in English educators as a voluntary professional development opportunity. The researcher designed, developed, and delivered the online course. Using qualitative methods by analysizing learner pre-/post-course surveys, completed assignments, discussion board posts, and post-course interviews as data, the researcher aims to gain insights into the factors that contributed to challenges and successes in the participants' first-time online learning experience, and provide implications for online professional development in politically and economically changing countries like Myanmar.

The first-time experience of online professional development offered topics relevant to acquiring job skills in writing and oral communications. The puspose was to provide a professional development opportunity for the young teachers in a non-formal setting to create knowledge that are immediately useful in their career contexts, to promote active engagement (Cho & Rathbun, 2013) and to model the process of teaching and learning. Participants accessed this professional development course that required the use of online technologies for work-related learning (Slotte & Herbert, 2006). They used a Learning Management System for the first-time and exchanged ideas on the discussion board. For example, one of the assignments was to compare and contrast a Western-style resume to a Myanmar-style resume. Through this activity, learners were able to recognize the similarities and differences and think/discuss critically of the style and format of professional documents from distinct cultures. Also, at the end of each module, a reflection activity was presented. Participants expressed the relevance of the contents presented in each of the modules not only to their own teaching and learning, but also to their society currently undergoing drastic changes.

This case study highlights the perspectives, expectations, experience and empowerment of English instructors who participated in learning-by-doing online professional development course designed to promote career communication skills in English. The first-time exposure to online learning setting was probably the most challenging aspect of accessing and learning the contents, and active participants stepped out of their comfort zones, in terms of learning methods and environment, to complete the coursework. Understanding what factors contributed to the successful completion versus the barriers participants faced in undertaking this online course will inform how educators around the world can work toward development of digital literacy and 21st century skills necessary in their learners to meet the educational and socio-economic demands in fast-changing nations like Myanmar. Professional development opportunities through online learning for young educators can be seriously considered in both private and public educational institutions to better prepare their learners for the 21st century global communities.

Authors

• Woomee L Kim, George Mason University

• L. Earle Reybold, George Mason University