Overview
As a teacher trainer, I designed and implemented the Online Professional Development (OPD) Program during the COVID-19 pandemic to support English as a Foreign Language (EFL) instructors in enhancing student engagement in both online and face-to-face learning environments. The program was developed to address key pedagogical challenges, promote reflective teaching practices, and foster a collaborative professional learning community.
Program Objectives
The OPD program was structured to:
- Encourage instructors to reflect on their teaching behaviors and student engagement strategies.
- Facilitate co-construction of instructional methodologies through collaboration.
- Provide an affordable and practical PD model that could be implemented with minimal resources.
- Enhance participants' critical thinking, motivation, and professional identity in EFL teaching.
Key Features
- Theoretical Foundations: Based on ICAP theory, the Community of Inquiry (CoI) framework, social constructivism, adult learning theory, and the ARPIM framework.
- Asynchronous Delivery: Hosted on a Google Blogger platform, ensuring accessibility and flexibility for instructors.
- Engagement-Based Learning Activities, including:
- Written Asynchronous Focus Group Discussions (AFGDs)
- Concept mapping activities
- Self-reflection reports
- Instructional design videos and collaborative lesson planning
- Student feedback collection and analysis
- Interactive Learning Tools: Google Docs, Google Forms, Microsoft Teams, and trial versions of AI-driven tools were integrated to enhance digital learning experiences.
- Constructivist Approach to Learning: Instead of prescribing teaching methods, the program encouraged instructors to explore and develop their own engagement-based instructional practices.
Role & Contributions
As the program designer, facilitator, and evaluator, I was responsible for:
- Curriculum and syllabus design based on instructors' needs assessments.
- Developing training materials aligned with contemporary teaching and learning theories.
- Facilitating discussions and reflective activities through blog discussions, email feedback, and collaborative instructional design tasks.
- Providing expert guidance and feedback via group discussions, personalized mentoring, and digital communication channels.
- Assessing impact and effectiveness through qualitative data collection methods, including interviews, surveys, and reflective reports.
Program Outcomes
The OPD program resulted in significant professional growth and empowerment among participants, leading to:
- Enhanced awareness of student engagement factors and teaching behaviors.
- Increased motivation and self-confidence in instructional design.
- Development of personalized, engagement-focused lesson plans.
- A stronger sense of professional identity and agency in shaping classroom practices.
- The establishment of a sustainable professional learning community among EFL instructors.
Impact & Future Applications
This program served as a scalable and transferable model for teacher training in resource-constrained settings. The insights gained from this initiative contribute to ongoing discussions on effective PD models for language instructors. Additionally, the program’s findings were documented for scholarly dissemination, ensuring broader accessibility and adaptation in various educational contexts.