In a recent conversation I had with my fellow teachers, they recounted their experience of growing up before widespread online instruction in education. They spoke of a time were communicating in person was the default. These reminiscences came up as they realised how their roles as teachers have drastically evolved. They were able to quickly point out the differences from the classrooms of their childhoods, and the classroom in which they currently work. The realisation of changing instruction that relates to advancing online learning is something that many teachers and students can relate to, especially after the rapid change that occurred in light of the COVID-19 pandemic.
Although there was a time when education highly relied on in-person instruction, that no longer needs to be the case. What is more, the newest generation of students will be taught in an environment where this technology has always been implemented. For them, there is no concept of education without the presence of online tools. The post-COVID world looks different and particularly in the transition from physical classrooms to virtual ones. What needs to be considered now is how this new online reality is seen in the communication of these students.
When understanding the communication abilities of students, it is important to consider the educational system in which their communication takes place – currently, and in the future. The comprehensive learning system (CLS) proposed by O’Sullivan 2021, points to three core elements: curriculum, delivery, assessment. In this system there needs to be an emphasis on the harmony of the elements otherwise the system is subject to failure. Therefore, if the delivery of instruction takes place online, to maintain harmony in the learning system there needs to be a consideration of how curricula and assessment can reflect this change.
In the element of language assessment, as conceptualized Hymes (1972), the focus is on ‘ability for use’. Given the prevalence of online instructional delivery, students must possess the competence to effectively communicate within digital educational environments. Therefore, online assessment should reflect real-world communication skills relevant to this post-COVID world.
A survey conducted by Fitriyah and Janah (2021) highlighted student’s positive attitudes to online assessment. The survey also identified the advantages of conducted online assessments, including enhanced assessment flexibility, diversified evaluation approaches, heightened awareness among educators and learners regarding evaluation, and the cultivation of independent learning skills among students. However, the shift to online learning has introduced a set of challenges for educational practitioners (Ghanbari and Nowroozi, 2021). Drawbacks identified by Fitriyah and Janah (2021) include complications in administering assessments, reduced teacher-student interactions, and heightened anxiety levels during English tests.
In considering both the benefits and drawbacks of online assessments the final element in this learning system, curriculum can be addressed. There is an opportunity to create positive washback in classrooms. The negatives should be treated as challenges that can be addressed to improve the teaching and learning experience (Fitriyah and Janah, 2021).
The post-COVID world looks different, and classrooms have changed to include online instruction. The new generation of students live in an educational system that needs to consider this change. By harmonizing online instruction with the CLS's three key components, we can ensure a cohesive and successful educational journey. Embracing this change through the CLS could be the key to unlocking a thriving educational experience.
Many of the presentations and discussions at New Directions Viet Nam focus on technology – please see the conference programme. Join us at New Directions, 27-29 October 2023.