For several teacher associations, webinars and online conferences are an
increasingly important mode of communication in a wide range of educational
contexts. Yet, despite this growing popularity, relatively little is currently known
about their inherent usefulness, what counts as successful participation, or how
webinar sessions might best be shaped to support teacher development. Our study
aims to address this gap in existing knowledge by examining data gathered from
a web conference hosted by the International Association of Teachers of English
as a Foreign Language over two days in October 2014. We ask what constitutes
webinar discourse, what counts as successful and unsuccessful participation, and
how the format might be refined in order to maximize successful participation in
future online events. Furthermore, it evaluates participants’ general satisfaction
with the online event. Our study combines discourse analysis of participant
contributions with the analysis of questionnaire data gathered from participants.
In this way, the study focuses on the turn-by-turn management of webinar
discourse, while also taking into account participants’ own evaluations

J83

Perpustakaan FITK Pusat

Tersedia

• Virtually unknown: teacher engagement in an online conference

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