Narratives from Tutors of Japanese in Higher Education: Online Teaching Environments

要旨

The aim of this study was to analyze the experiences of higher-education tutors of Japanese in online-learning/teaching contexts. The research objectives (ROs) were: (1) to ascertain difficulties caused by unforeseen situations in online settings, (2) to investigate how the university tutors perceived these obstacles at the time of the interview, and (3) to examine the impact of these perceived obstacles on subsequent lessons for the rest of the semester. The primary research method was the use of semi-structured interviews. Thematic analysis was used to address ROs (1) and (2), while ROs (2) and (3) were explored using a narrative format approach. The study targeted two tutors of Japanese as a foreign language in and Australian higher education institution. The target lessons were conducted by these tutors through Blackboard Collaborate Ultra. The interviews disclosed distinctive issues that distracted and/or disturbed the tutors while teaching online. These could be divided into three categories: awareness of characteristics and behaviours of current university students, adaptability to the university environment and online lessons, and preparedness for the limitations of online mode/technologies. This research may provide vital and urgently needed suggestions for future university tutors who may find themselves faced with even further demands to teach foreign languages online.

主題