Methods and Techniques in Online English Language Teaching Minela Kerla1 and Sead Zolota2 Abstract



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MethodsandTechniquesinOnlineEnglishLanguageTeaching


** Conference: 7th International Conference on Education and New Learning Technologies. Barcelona (Spain). 6th- 8th of July, 2015. http://iated.org/edulearn.

Methods and Techniques in Online English Language Teaching

Minela Kerla1 and Sead Zolota2

Abstract:
This work presents methods, techniques and principles in online English language teaching. In this paper, we present the methods and their use in the context of distance teaching of English language, especially the online form. This paper encompasses previous definitions of distance teaching, its stages of development, as well as explained theories of online and offline education. We endeavor to discuss „traditional“ methods, which can be successfully applied to online English language education, which rapidly grows and keeps up pace with technological developments, and is organized and exists globally through numerous platforms. By presenting these methods of teaching, we will make things easier for future teachers in their choice of the most suitable one. Furhermore, we encompass advantages and limitations of methods in our analysis of online teaching. Practical implications of this work are reflected in the practical application of online teaching, in syllabus and planning of individual teaching units, whether it is a preparatory class, or any other institutional program dedicated to the English language teaching. On the basis of research, we discuss pedagogical aspects of the results in our analysis of online language teaching with reference to possiblities of their potential application on „traditional“ models of teaching.
Keywords: online teaching, online teachers, methods of teaching, techniques, principles


Introduction
The Internet and widespread adoption of advanced technologies have led to new online-education and instruction, both in academic and business sense, providing unique alternatives for reaching larger public.In academic sense, universities now offer a possibility of distance learning by means of online teaching, whereby online trainings become valuable in business sense in relation to variables: geographical distance and time.
Intensive development of telecommunications, technology and computer systems, systems of teaching based on web-fundamentals, enabled better use of technology in class.Ingi Runar Edvardsson and Gudmundur Kristjan Oskarsson (2008) define distance teaching as a type of class, which is adapted to „nontraditional“ students or part-time students, who do not attend regular classes (students from rural areas, married couples with kids, students over 25 years of age). Moore and Kearsley (1996) define distance education as planned learning, which usually occurs somewhere outside the campus and as a result demands special techniques of design, special teaching techniques, special methods of electronical communication or other form of technology, as well as special organizational and administrative arrangements (Moore and Kearsley 1996, p. 2). Bernard, Abrami, Borokhovski, et al. (2004, p. 388, see – Ingi Runar Edvardsson and Gudmundur Kristjan Oskarsson 2008, p. 2) define distance education through synthesis of definitions such as:

  • Semi-permanent separation (place and/or time) of student and instructor during the planning of learning event

  • Presence of planned and organized service of support to students and final recognition of course graduation by foreign educational organization

  • Presence of two aspects of media to encourage dialogue and interaction between students and instructors, as well as among students themselves

The earliest form of distance education, correspondence, began in 1840 in Europe, and in 1892 William Rainey Harper presented the first correspondence program in the United States of America, where as the president of the University of Chicago, established program correspondence as part of the Extension division of universities (Garrison 1989 see – David R. Godschalk & Linda Lacey, 2001, p. 3).
Late in the nineteenth century, the American public became involved with correspondence education through th e postal system. Distance learning eventually evolved with technology through the introduction of radio programming, then local television such as PBS, and eventually to telephone- and video-based courses. In recent years, the availability of Internet access and widespread adoption of affordable personal computers has made online education the largest sector of distance learning (Evans & Haase, 2001).In the early 90's, online-education was limited to a small number of expensive electronic classrooms owned by major universities and businesses, but today, technology has become accessible and available to a larger public.
From the very beginnings, distance education can be followed through five different levels or generations. Bearing in mind that every generation hasn't been replaced by the next, but they were collected and persisted in the new versions. The five generations are the following:


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