ILLUMINATING THE VIRTUAL CLASSROOM: OER-DRIVEN LANGUAGE TEACHER TRAINING ANCHORED IN COGNITIVE LOAD THEORY AND THRESHOLD CONCEPTS

Abstract

The evolution of online teaching and learning has spanned several decades since its inception, gaining significant momentum with the advent of the World Wide Web. Despite the proliferation of platforms, tools, and training for online content delivery, the distinct professionalism required for effective online teaching has not been widely recognized. The urgency of the COVID-19 pandemic expedited the transition to online education, often resulting in hastily adapted courses without proper planning or specialized training. This shift placed educators under unprecedented pressure, leading to challenges in managing online contexts and creating engaging learning environments. Concurrently, students grappled with adverse mental health effects, including isolation, depression, anxiety, and stress during home schooling. To establish a sustainable and healthy teacher-student dynamic, strategies addressing the balance between personal and professional life have been emphasized. This paper underscores the significance of purposeful strategy development to ameliorate the multifaceted challenges posed by online education, aiming to foster a more harmonious and effective educational ecosystem. Despite its importance, online and distance education remain contentious topics, warranting comprehensive exploration and consideration.