Skip to main content
SpringerLink
Log in

Instructors’ Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study

  • Chapter
  • First Online:
Teaching the Chinese Language Remotely

Abstract

Guided by Community of Inquiry (Garrison and Vaughan, Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass Publishers, 2008), this study investigated faculty’s cognitive, social, and teaching presences in teaching Chinese as a foreign language classroom during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic during the spring semester of 2020. The study collected data from five videoconferencing interviews with five faculty participants. The five participants, purposefully sampled, taught Chinese language classes across varying proficiency levels from five different four-year college institutions in the United States. The study analyzed the engagement strategies the participants employed in organizing their social, cognitive, and teaching presences. It further suggests pedagogical implications and future research for language instructors, teacher education programs, and university administrators to consider.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bair, D., & Bair, M. (2011). Paradoxes of online teaching. International Journal for the Scholarship of Teaching and Learning, 5(2), 1–15.

    Article  Google Scholar 

  • Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103–116.

    Article  Google Scholar 

  • Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. Asia-pacific Education Researcher, 22(4), 657–666.

    Article  Google Scholar 

  • Chen, B., deNoyelles, A., Patton, K., & Zydney, J. (2017). Creating a community of inquiry in large-enrollment online courses: An exploratory study on the effect of protocols within online discussions. Online Learning, 21(1), 165–188.

    Google Scholar 

  • Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.

    Google Scholar 

  • Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284–302.

    Article  Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.

    Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.

    Article  Google Scholar 

  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172.

    Article  Google Scholar 

  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass Publishers.

    Google Scholar 

  • Guion, L. (2002). Triangulation: Establishing the validity of qualitative studies. EDIS, 2002(6), 3.

    Google Scholar 

  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–191.

    Article  Google Scholar 

  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

  • Laurillard, D. (2000). New technologies and the curriculum. In P. Scott (Ed.), Higher education re-formed (pp. 133–153). Falmer Press.

    Google Scholar 

  • Lee, C.-Y. (2009). A case study of using synchronous computer-mediated communication system for spoken English teaching and learning based on sociocultural theory and communicative language teaching approach curriculum [Unpublished doctoral thesis], Ohio University, Ohio.

    Google Scholar 

  • Liao, W., Yuan, R., & Zhang, H. (2017). Chinese language teachers’ challenges in teaching in U.S. Public Schools: A dynamic portrayal. Asia-Pacific Edu Research, 26(6), 369–381.

    Article  Google Scholar 

  • Liu, S. J. (2020). Learning the Chinese language on a non-traditional path: A case study. The Language Learning Journal. https://doi.org/10.1080/09571736.2020.1811370

  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.

    Google Scholar 

  • Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19–24). Routledge.

    Google Scholar 

  • Romig, N. (2009). Acculturation of four Chinese teachers teaching in the United States: An ethnographic study. Doctoral dissertation, Michigan State University. www.lib.msu.edu

  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage Publications Ltd.

    Google Scholar 

  • Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175–190.

    Article  Google Scholar 

  • Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: A prerequisite for effective learning in a blended learning environment? The Electronic Journal of e-Learning, 14(1), 54–65.

    Google Scholar 

  • Teddlie, C., & Tashakkori, A. (2008). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications, Inc.

    Google Scholar 

  • Trochim, W. (2006). Research methods knowledge base. https://conjointly.com/kb/

  • Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511–535. https://doi.org/10.2307/3587741

  • Wu, C. (2020). Analysis of learner uptake in response to corrective feedback in advanced foreign language classrooms. Applied Linguistics Research Journal, 4(4), 1–29.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. West Virginia University, Morgantown, WV, USA

    Ching-Hsuan Wu

  2. The Ohio State University, Columbus, OH, USA

    Lizeng Huang

Authors
  1. Ching-Hsuan Wu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lizeng Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ching-Hsuan Wu .

Editor information

Editors and Affiliations

  1. Indiana University of Pennsylvania, Indiana, PA, USA

    Shijuan Liu

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Wu, CH., Huang, L. (2022). Instructors’ Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study. In: Liu, S. (eds) Teaching the Chinese Language Remotely. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87055-3_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-87055-3_13

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-87054-6

  • Online ISBN: 978-3-030-87055-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation