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Assessing Instructional Design During Emergency Remote Education

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Second Language Teacher Professional Development

Part of the book series: Digital Education and Learning ((DEAL))

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Abstract

This chapter explains and assesses the ongoing design of lessons and the construction of a website to post them during the COVID-19 pandemic. Lessons were developed based on the principles of task-based instruction (TBI) and offered via a website to English teachers in a Mexican public university. Lessons on the website aimed to support teachers with different digital literacies using a range of teaching platforms during emergency remote education (ERE). Exploiting free online available resources and materials on the Web and combining them with effective instructional design was the main objective of this project. Sixty-two students’ reactions to lessons designed and then operationalized via Moodle were collected via an open-ended questionnaire. The project started as the pandemic began and continued for three terms, allowing the researcher to improve the lessons and follow the students’ adaptation process to ERE. Physical, epistemological, and social features of effective ERE instruction design were identified.

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Notes

  1. 1.

    Online Education, Distant Education, and E-learning are used synonymously in this paper.

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Acknowledgments

The author is especially grateful to all her virtual students during the emergency remote education who made this work possible.

Author information

Authors and Affiliations

  1. Universidad Nacional Autónoma de Mexico, Ciudad de México, Mexico

    Maria-Elena Solares-Altamirano

Authors
  1. Maria-Elena Solares-Altamirano
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Corresponding author

Correspondence to Maria-Elena Solares-Altamirano .

Editor information

Editors and Affiliations

  1. Urmia University, Urmia, Iran

    Karim Sadeghi

  2. Liverpool John Moores University, Liverpool, UK

    Michael Thomas

Appendix

Appendix

  1. 1.

    What is your impression about the course you have just finished? Please comment on:

    • course difficulty

    • course organization

    • content and included topics

    • learning activities

    • the online lesson:

      • positive things

      • negative things

    • other: (specify)

  2. 2.

    How did the tools used throughout the course facilitate /hinder your learning? Please comment on:

    • web pages

    • videos

    • synchronic sessions via Zoom

    • online forums

    • the Moodle platform

      • positive things

      • negative things

    • private Facebook group

    • other (specify)

  3. 3.

    Complete the sentences below with your own thoughts:

    • I enjoyed the course when …

    • I felt comfortable when …

    • The relationship with my classmates was …

    • The relationship with the teacher was …

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Solares-Altamirano, ME. (2023). Assessing Instructional Design During Emergency Remote Education. In: Sadeghi, K., Thomas, M. (eds) Second Language Teacher Professional Development. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12070-1_8

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  • DOI: https://doi.org/10.1007/978-3-031-12070-1_8

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-12069-5

  • Online ISBN: 978-3-031-12070-1

  • eBook Packages: Social SciencesSocial Sciences (R0)

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