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TriHy: teaching an MA TESOL class face-to-face, synchronously online, and asynchronously online

ABSTRACT: This study investigated whether the success of students in a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) assessment course was comparable regardless of their chosen mode of attendance (face-to-face, synchronously online, asynchronously online) in this “Triple Hybrid” (or “TriHy”) class. In an interactive, convergent, mixed-methods design, a pragmatic, participant-focused framework guided the study. Data collection extended to pre-, while-, and post-surveys of the participants; tracking of mode of communication with the instructor; as well as proxies for students’ success in the course, including the rate of course completion, weekly class attendance, completion of weekly assignments, grades on low-stakes individual assignments, grades on a high-stakes individual assignment, and a final course grade. The findings of the quantitative and qualitative analyses revealed that overall there was no statistically significant difference in the learning outcomes among the modalities even though one of the groups’ pre-test scores did differ from the others’ significantly. Although the students’ success in the course did not differ, their perception of the factors that contributed to their success did. The findings suggest that with considerable institutional support, substantial investment of time and commitment from the instructor, and meaningful choices from the students, the quality of instruction even in a language-teacher-preparation course focused on skill building does not need to be compromised.

Supplementary Information

The online version contains supplementary material available at 10.1007/s43545-022-00434-4.

SUBMITTER: Porter-Szucs I

PROVIDER: S-EPMC9328648 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundMajor disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format.MethodsAt the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts.ResultsFrom a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively).ConclusionIn this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students' learning processes.

Dataset Information

TriHy: teaching an MA TESOL class face-to-face, synchronously online, and asynchronously online

Supplementary Information

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