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JTCLT Abstract

Volume 13 Number 2, 2022
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Bao, Y., & Chen, Y. (2022). Optimizing Remote Synchronous Learning in A Chinese Language Class: Theory and Practice. Journal of Technology and Chinese Language Teaching, 13(2), 39-63.
[鲍莹玲, & 陈雅芬. (2022). 优化中文语言课堂的远程同步学习:理论及实践. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 13(2), 39-63.]

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During the COVID-19 pandemic, remote synchronous teaching became the mainstream form of online instruction. However, reducing transactional distance – the psychological and communicational distance between instructors and students is one of the main challenges. Drawing from the Theory of Transactional Distance (TTD), this study describes the design and implementation of a remote synchronous class with high structure, high dialogue, and high autonomy for a second-year Chinese course at the post-secondary level. High structure is reflected in the organization of teaching content as well as the content delivery methods. High dialogue denotes a high degree of learner-content, learner-instructor, and learner-learner interaction within the course. Additionally, learner autonomy is increased through the presence of reflection tasks. Findings from surveys show students’ high level of satisfaction with this design. However, due to the nature of language courses and the alienation caused by distance learning, most students still prefer face-to-face or hybrid courses. We hope this case study can shed light on how to integrate the strengths of synchronous and asynchronous teaching in future course design.


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