EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 202 (2024) SHS Web Conf., 202 (2024) 04006 References
Open Access
Issue
SHS Web Conf.
Volume 202, 2024
The 1st International Conference on Environment and Smart Education (ICEnSE 2024)
Article Number 04006
Number of page(s) 16
Section Smart Learning Environment
DOI https://doi.org/10.1051/shsconf/202420204006
Published online 14 November 2024
  1. G. R. Gautam, English language teacher professional development during COVID-19 in Nepal. Interdiscip. Res. Educ. 5, 103 (2021). https://doi.org/10.3126/ire.v5i1-2.3473. [CrossRef] [Google Scholar]
  2. H. Bett, L. Makewa, Can Facebook groups enhance continuing professional development of teachers? lessons from Kenya. Asia-Pacific J. Teach. Educ. 48, 132 (2020). https://doi.org.10.1080/1359866X.2018.1542662. [CrossRef] [Google Scholar]
  3. S. Sia, I. Cheriet, Algerian university teachers’ disposition and experiences in using MOOCs for their continuous professional development, in Chlef University International Conference Proceedings, May (2019). https://dx.doi.org/10.24093/awej/Chief1.. [Google Scholar]
  4. R. M. K. Nambiar, S. M. Thang, Examining Malaysian teachers’ online blogs for reflective practices: towards teacher professional development. Lang. Educ. 30, 43 (2016). https://doi.10.1080/09500782.2015.1071386. [CrossRef] [Google Scholar]
  5. S. M. Patahuddin, T. Logan, Facebook as a mechanism for informal teacher professional learning in Indonesia. Teach. Dev. 23, 101 (2019). https://doi.10.1080/13664530.2018.1524787. [CrossRef] [Google Scholar]
  6. I. Ikhsanudin, Online discussion forums for rural teacher professional development. J. English as a Foreign Lang. 11, 61 (2021). https://doi.10.23971/jefl.v11i1.2087. [CrossRef] [Google Scholar]
  7. S. Mumford, K. Dikilitaş, Pre-service language teachers reflection development through online interaction in a hybrid learning course. Comput. Educ. 144, 103706 (2020). https://doi.10.1016/j.compedu.2019.103706. [CrossRef] [Google Scholar]
  8. S. Prestridge, Conceptualising self-generating online teacher professional development. Technol. Pedagog. Educ. 26, 85 (2017). https://doi.10.1080/1475939X.2016.1167113. [CrossRef] [Google Scholar]
  9. J. Goode, K. Peterson, G. Chapman, Online professional development for computer science teachers: gender-inclusive instructional design strategies. Int. J. Gend. 11, 394 (2020). http://genderandset.open.ac.uk/index.php/genderandset/article/view/65. [Google Scholar]
  10. R. M. Ryan, E. L. Deci. Self-determination theory: basic psychological needs in motivation, development, and wellness, (The Guilford Press, New York, 2017). http://doi.10.1016/S0278-5846(03)00119-2. [CrossRef] [Google Scholar]
  11. E. L. Deci and R. M. Ryan, Optimizing students’ motivation in the era of testing and pressure: a self-determination theory perspective, in Building autonomous learners: perspectives from research and practice using self-determination theory, W. C. Liu, J. C. K. Wang, and R. M. Ryan, Eds. (Springer, Singapore, 2016). http://doi.10.1080/00071005.2019.1577592. [Google Scholar]
  12. M. F. Ansyari, W. Groot, K. De Witte, Teachers’ preferences for online professional development: evidence from a discrete choice experiment. Teach. Teach. Educ. 119, 103870 (2022). http://doi.10.1016/j.tate.2022.103870. [CrossRef] [Google Scholar]
  13. J. A. Saiful, Mobile teacher professional development (MTPD): delving into English teachers’ beliefs in Indonesia. Int. Rev. Res. Open Distance Learn. 21, 143 (2020). http://doi.10.19173/IRRODL.V21I4.4754. [CrossRef] [Google Scholar]
  14. L. A. Bragg, C. Walsh, M. Heyeres, Successful design and delivery of online professional development for teachers: A systematic review of the literature. Comput. Educ. 166, 104158 (2021). http://doi.10.1016/j.compedu.2021.104158. [CrossRef] [Google Scholar]
  15. T. M. Mai, L. T. Nguyen, T. L. N. Tran, T. V. Le, EFL teachers’ facebook groups as online communities of practice: toward configurations for engagement and sustainability. Comput. Lang. Learn. Electron. J. 21, 140 (2020). [Google Scholar]
  16. M. K. Kabilan, W. F. W. Adline, M. A. Embi, Online collaboration of English language teachers for meaningful professional developmenta experiences. English Teach. Pract. Crit. 10, 94 (2011). http://education.waikato.ac.nz/research/files/etpc/files/2014v13n3art4.pdfpp.71-8. [Google Scholar]
  17. M. J. Page et al., The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Int. J. Surg. 88, (2021). http://doi.10.1016/j.ijsu.2021.105906. [Google Scholar]
  18. N. Zainal, M. M. Yunus, Asian university students’ perspectives on online English courses during COVID-19: a systematic review. Int. J. Eval. Res. Educ. 11, 888, (2022). http://doi.10.11591/ijere.v11i2.22420. [Google Scholar]
  19. T. W. Chun, M. M. Yunus, Exploring teachers’ technology acceptance during COVID-19 pandemic: A systematic review (2020-2022). Int. J. Eval. Res. Educ. 12, 956, (2023). http://doi.10.11591/ijere.v12i2.25398. [Google Scholar]
  20. G. Tijsma et al., Becoming productive 21st century citizens: a systematic review uncovering design principles for integrating community service learning into higher education courses. Educ. Res. 62, 390 (2020). http://doi.10.1080/00131881.2020.1836987. [CrossRef] [Google Scholar]
  21. B. A. Hamid, Investigating L2 speech production through verbal reports : a systematic review of recent studies. GEMA Online J. Lang. Stud. 22 (2022). [Google Scholar]
  22. M. D. J. Peters, C. M. Godfrey, H. Khalil, P. McInerney, D. Parker, C. B. Soares, Guidance for conducting systematic scoping reviews. Int. J. Evid. Based. Healthc. 13, 141 (2015). http://doi.10.1097/XEB.0000000000000050. [CrossRef] [Google Scholar]
  23. L. M. Blaschke and V. I. Marín, Applications of heutagogy in the educational use of e-portfolios. Rev. Educ. a Distancia. 20, 1, (2020). http://doi.10.6018/RED.407831. [Google Scholar]
  24. A. E. P. Atmojo, EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: practices and perceptions. Englisia J. Lang. Educ. Humanit. 9, 1, (2021). http://doi.10.22373/ej.v9i1.912. [CrossRef] [Google Scholar]
  25. V. Ellis, S. Steadman, Q. Mao, Come to a screeching halt’: can change in teacher education during the COVID-19 pandemic be seen as innovation?. Eur. J. Teach. Educ. 43, 559, (2020). http://doi.10.1080/02619768.2020.1821186. [CrossRef] [Google Scholar]
  26. M. Manegre and K. A. Sabiri, Online language learning using virtual classrooms: an analysis of teacher perceptions. Comput. Assist. Lang. Learn., 0, 1, (2020). http://doi.10.1080/09588221.2020.1770290. [Google Scholar]
  27. R. Huang, J. Yang, T.-W. Chang, Handbook on facilitating flexible learning during educational disruption: the Chinese experience in maintaining undisrupted learning in COVID-19 outbreak, (Smart Learning Institute of Beijing Normal University, 2020, Beijing) https://www.researchgate.net/publication/33993906. [Google Scholar]
  28. N. A. Al-rahman, The attitudes of EFL teachers in Jordan towards online webinars as professional development tools in comparing with international EFL teachers. IUG J. Educ. Psychol. Sci., 29, 433, (2021). http://doi.10.33976/iugjeps.29.5/2021/20. [Google Scholar]
  29. E. K Constantinou, S. Papadima-Sophocleous, Professional development in English for specific purposes: designing the curriculum of an online ESP teacher education course. Tert. Educ. Lang. Learn. a Collect. Res., 0, 89, (2021). http://doi.10.14705/rpnet.2021.51.1256. [CrossRef] [Google Scholar]
  30. V. İnceçay, K. Dikilitaş, Online peer observation: reflections on a process-based job-embedded professional development activity through video recordings. Teach. Teach. Educ., 120, (2022). http://doi.10.1016/j.tate.2022.103901. [Google Scholar]
  31. M. D. Vargas et al., A randomized controlled trial study: an analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students. Teach. Teach. Educ., 124, 103995, (2023). http://doi.10.1016/j.tate.2022.103995. [CrossRef] [Google Scholar]
  32. S. Ballıdağ, K. Dikilitaş, Preparatory school teachers’ self-directed online professional development. Iran. J. Lang. Teach. Res., 9, 25, (2021). http://doi.10.30466/ijltr.2021.121074. [Google Scholar]
  33. A. Al-Bargi, ELT online teachers’ professional development during the COVID-19 pandemic outbreak: perceptions, implications and adaptations. Theory Pract. Lang. Stud., 11, 1161, (2021). http://doi.10.17507/tpls.1110.03. [CrossRef] [Google Scholar]
  34. Z. Canlı, Like, follow, share or tweet? English Instructors ’ use of social networking sites for professional development, Lang. Technol., 1, 1, (2019). [CrossRef] [Google Scholar]
  35. G. E. Cosgun, P. Savaş, Use of information and communication technology by in-service english teachers for self-directed professional development, Electron. J. Foreign Lang. Teach., 16, 230, (2019). [Google Scholar]
  36. R. S. Al-Jarf, ESL teachers’ professional development on Facebook during the COVID-19 pandemic, Eur. J. Educ. Pedagog., 2, 75, (2021). http://doi.10.24018/ejedu.2021.2.6.220. [Google Scholar]
  37. M. Ganapathy, M. K. Kabilan, S. D. Meenakshisundram, English language teachers’ practices of online professional development using Facebook. Pertanika J. Soc. Sci. Humanit., 28, 251, (2020). [Google Scholar]
  38. B. E. Kumm, L. K. Harmon, K. Evans, D. Plunkett, D. Widuch, The benefits of collaboration: from curriculum mapping to a community of practice. Sch. A J. Leis. Stud. Recreat. Educ., 34, 71, (2019). http://doi.10.1080/1937156x.2019.1622944. [Google Scholar]
  39. C. H. Lai, H. W. Lin, R. M. Lin, P. D. Tho, Effect of peer interaction among online learning community on learning engagement and achievement. Int. J. Distance Educ. Technol., 17, 66, (2019). http://doi.10.4018/IJDET.2019010105. [CrossRef] [Google Scholar]
  40. P. M. Wesely, Investigating the community of practice of world language educators on Twitter, J. Teach. Educ., 64, 305, (2013). http://doi.10.1177/0022487113489032. [CrossRef] [Google Scholar]
  41. O. Bwanga, Barriers to continuing professional development (CPD) in radiography: a review of literature from Africa. Heal. Prof. Educ., 6, 472, (2020). http://doi.10.1016/j.hpe.2020.09.002. [Google Scholar]
  42. M. T. Truong, J. Murray, Understanding language teacher motivation in online professional development: a study of Vietnamese EFL teachers. Tesl-Ej, 23, 1, (2019). [Google Scholar]
  43. A. C. Ugwu, O. F. Erondu, and C. T. Onwuazombe, Attitudes and barriers to post graduate education among radiographers in South Eastern Nigeria. Int. J. Trop. Dis. Heal., 2, 112, (2012). [Google Scholar]
  44. A. Besser, G. L. Flett, and V. Zeigler-Hill, Adaptability to a sudden transition to online learning during the COVID-19 pandemic: understanding the challenges for students. Scholarsh. Teach. Learn. Psychol., (2020), http://doi.10.1037/stl0000198. [Google Scholar]
  45. S. N. Şad, N. Özer, Ü. Yakar, F. Öztürk, Mobile or hostile? using smartphones in learning English as a foreign language. Comput. Assist. Lang. Learn., 35, 1031, (2022). http://doi.10.1080/09588221.2020.1770292. [CrossRef] [Google Scholar]
  46. B. M. Wright, Blended learnings student perception of face-to-face and online EFL lessons. Indones. J. Appl. Linguist., 7, 64, (2017). http://doi.10.17509/ijal.v7i1.685. [CrossRef] [Google Scholar]
  47. L. R. Amir et al., Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia, BMC Med. Educ., 20, 1, (2020). http://doi.10.1186/s12909-020-02312-0. [CrossRef] [Google Scholar]
  48. L. Iswati, When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 pandemic. Eralingua J. Pendidik. Bhs. Asing dan Sastra, 5, 36, (2021). http://doi.10.26858/eralingua.v5i1.16196. [CrossRef] [Google Scholar]
  49. S. Celik, Internet-assisted technologies for English language teaching in Turkish universities. Comput. Assist. Lang. Learn., 26, 468, (2013). http://doi.10.1080/09588221.2012.692385. [CrossRef] [Google Scholar]
  50. C. Bissessar, The role of virtual community of practice in alleviating social and professional isolation during emergency remote teaching. Equity Educ. Soc., 0, (2021). http://doi.10.1177/27526461211068512. [Google Scholar]
  51. J. E. Golden, Supporting online faculty through communities of practice: finding the faculty voice. Innov. Educ. Teach. Int., 53, 84, (2016). http://doi.10.1080/14703297.2014.910129. [CrossRef] [Google Scholar]
  52. K. Patton, M. Parker, Teacher education communities of practice: more than a culture of collaboration. Teach. Teach. Educ., 67, 351, (2017). http://doi.10.1016/j.tate.2017.06.013. [CrossRef] [Google Scholar]
  53. C. Jaramillo-Baquerizo, M. Valcke, R. Vanderlinde, N. Aelterman, Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives. J. High. Educ. Policy Manag., 00, 1, (2020). http://doi.10.1080/1360080X.2020.1812021. [Google Scholar]
  54. C. Guangying, An experimental research on blended learning in the development of listening and speaking skills in China. South. African Linguist. Appl. Lang. Stud., 32, 447, (2014). http://doi.10.2989/16073614.2014.999989. [CrossRef] [Google Scholar]
  55. R. J. Collie, A. J. Martin, J. S. Curwood, Multidimensional motivation and engagement for writing: construct validation with a sample of boys. Educ. Psychol., 36, 771, (2016). http://doi.10.1080/01443410.2015.1093607. [CrossRef] [Google Scholar]
  56. S. Beatty, K. Clark, J. Lines, S. A. Doherty, Tlabs: A teaching and learning community of practice – what is it, does it work and tips for doing one of your own. J. Univ. Teach. Learn. Pract., 17, 1, (2020). [Google Scholar]
  57. Yansyah, Do moocs help indonesian efl teachers shape their professional development virtually?. Electron. J. Foreign Lang. Teach., 18, 60, (2021). [Google Scholar]
  58. A. I. Khan, H. Al-Shihi, Z. A. Al-Khanjari, M. Sarrab, Mobile learning (M-Learning) adoption in the Middle East: lessons learned from the educationally advanced countries. Telemat. Informatics, 32, 909, (2015). http://doi.10.1016/j.tele.2015.04.005. [CrossRef] [Google Scholar]
  59. N. Yurtseven, M. Bademcioglu, Teachers’ professional development: a content analysis about the tendencies in studies. J. Educ. Train. Stud., 4, 214, (2016). http://doi.10.11114/jets.v4i6.1475. [Google Scholar]
  60. L. K. L. Compton, Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Comput. Assist. Lang. Learn., 22, 73, (2009). http://doi.10.1080/09588220802613831. [CrossRef] [Google Scholar]
  61. P. Vu, V. Cao, L. Vu, J. Cepero, Factors driving learner success in online professional development. Int. Rev. Res. Open Distance Learn., 15, 120, (2014). http://doi.10.19173/irrodl.v15i3.1714. [Google Scholar]
  62. J. Charteris, J. Berman, and A. Page, Virtual team professional learning and development for practitioners in education. Prof. Dev. Educ., 47, 638, (2021). http://doi.10.1080/19415257.2021.187921. [Google Scholar]
  63. J. Duncan-Howell, Teachers making connections: Online communities as a source of professional learning. Br. J. Educ. Technol., 41, 324, (2010). http://doi.10.1111/j.1467-8535.2009.00953.x. [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.