Emergency Remote Teaching and Learning in a Language and Intercultural Communication Program during the "New Normal" in Thai Higher Education

Autor/in	Nomnian, Singhanat
Titel	Emergency Remote Teaching and Learning in a Language and Intercultural Communication Program during the "New Normal" in Thai Higher Education
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022), S.108-126 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nomnian, Singhanat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	College Faculty; Graduate Students; COVID-19; Pandemics; Research Universities; Distance Education; Foreign Countries; Educational Needs; Student Attitudes; Teacher Attitudes; Educational Change; Masters Programs; Intercultural Communication; Teaching Methods; Adjustment (to Environment); Educational Technology; Technological Literacy; Thailand + Suchen Sie Ihr Suchwort? Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungseinrichtung; Distance study; Distance learning; Fernunterricht; Ausland; Educational need; Bildungsbedarf; Schülerverhalten; Lehrerverhalten; Bildungsreform; Magister course; Magisterstudiengang; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technisches Wissen
Abstract	This paper aims to explore how and the extent to which faculty staff and postgraduate students perceived and responded to the transformation from face-to-face to emergency remote teaching and learning during the "new normal" circumstances in higher education due to the unprecedented impacts of the COVID-19 pandemic globally. This case study focused on a group of ten faculty staff and fourteen postgraduate students in a Master of Arts Program in Language and Intercultural Communication at a research-based university in Thailand. Drawing upon the data from the open-ended questionnaire and semi-structured interviews conducted virtually, the findings, informed by Akabana et al.'s (2021) emergency remote teaching (ERT), revealed four key components, including faculty staff, postgraduate students, instructional practices, and institutional support. Faculty staff put efforts into adapting themselves to the "new normal" teaching environment without hesitation to upskill themselves in educational technology in order to meet the postgraduate students' learning needs. Although these four components of ERT are interlinked and overlapped with one another, they play a crucial role not only in postgraduate studies, but also research in the fields of language and intercultural communication studies. The "next normal" future for higher education in a post-pandemic era is to consider the positive solutions of the "new normal" experience during the emergency response period as a basis for reimagining and redesigning curriculum and instructional practices, as well as institutional support in terms of academic, social, and psychological dimensions for faculty staff and students. This study benefits curriculum designers, policymakers, teacher educators, and educational researchers to navigate the current crisis and prepare for the "next normal" higher education at national and global levels in the post-pandemic future. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01