Online Journal of International Education

Volume 3, Number 1, 2018

Editor: Dr Adam Brown; Director of Research, Auckland Institute of Studies


Three of the four articles in this issue of the Online Journal of International Education come from the “Online learning in international education” conference held at Auckland Institute of Studies 15 – 16 January 2018. More papers from that conference should appear in the next issue.

Three of the four articles in this issue have strong implications for English language teaching.

Apocalypse? No! Maintaining traditional educational values in a disrupted environment

The play-on-words in the title of Ewen Mackenzie-Bowie’s article relates to the 1979 Francis Ford Coppola. film Apocalypse Now, based on Joseph Conrad's novella Heart of Darkness. The apocalypse envisaged is the demise of the classroom teacher prompted by technological change involving online learning, blended learning, etc. However, speaking from the perspective of English language teaching (ELT), Mackenzie-Bowie paints a rosy picture, in that many ELT students come for the experience of study travel facilitated by the teacher, an experience that cannot be delivered online.

Developing Indonesia teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multiprong approach

The first of two invited plenary speakers at the conference, Joyce Koh, describes her TPACK-21CL approach to knowledge required by teachers in the 21st century. It relates to the various permutations and intersections of content knowledge (CK), pedagogical knowledge (PK) (both traditionally contained in teacher training programmes), and technological knowledge (TK) necessitated by ICT development. The article, coauthored with Ching Sing Chai and Uma Natarajan, also describes how these principles were developed in a two-day course with 80 pre-service, in-service and university professors from Indonesia.

An examination of flipped learning in foreign and second language instructional contexts

The other plenary speaker, Victoria Russell, surveys the use of flipped learning in ELT in three parts. Firstly, the theoretical underpinning of flipped learning is reviewed. Secondly, the effectiveness and satisfaction levels achieved by flipped learning are evaluated. The very practical third section introduces various online tools that the author has used with success for the development of ELT skills.

Globally mobile students in higher education: Issues and insights for business and other hosting programs

The final article, by Maureen Snow Andrade, is associated with a topic often found in OJIE articles: the orientation and adjustment given by institutions when hosting large numbers of globally mobile learners. The particular focus of this article is the development of English language proficiency for academic purposes in schools of business. One important finding is the need to integrate language skills with content instruction.

Adam Brown
Editor, Director of Research