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Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology, pedagogy, and content, including combinations of these domains, as described by the technological pedagogical content knowledge framework (Mishra & Koehler, 2006). Overall, K-12 online teachers indicated that they felt the most prepared in the areas of pedagogy, content, and pedagogical content. They felt least prepared in the areas of technology, including technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Implications for the field of teacher education are discussed, including the need to more fully integrate technology within the coursework and field experiences of teacher candidates, and the need to create courses, or specific modules within existing courses, to address topics of importance to virtual teaching.

An account of how a elementary level language teacher uses Wikipedia in his courses. Describes his end-of-course creation project.

Here are some specifics for creating accessible online course content.

The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course.

I offer a course in my school called Computer Mediated Language Learning. But this article gives a new perspective of what computer assisted can be.

Nice data to back up our use of all of these great online resources-- Thanks for sharing!

Active participation in discussions is a key to success. If you use a flipped classroom, providing useful vocabulary and sentence structures they might want to use to talk about a particular topic also helps the students participate more in discussions.

What a simple way to provide for your students. Perhaps those of you teaching at the post secondary level already do this, but at the high school level we do not have office hours because it can't be built into our schedules. However, perhaps a bit of time each day may encourage a strong feedback loop.

There are notes that should be investigated here, too - government quality indicator proposal (#3), students disappearing (#5). I think you will find the article very interesting - even if the study was done on a required course for students in "College of Hospitality, Retail, and Sport Management"

some very practical suggestions in case you have to teach a HyFlex course

"Abstract The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator Technology Competencies (TETCs). The TETCs define the competencies (knowledge, skills, and attitudes) all teacher educators need in order to support teacher candidates as they prepare to become technology-using teachers. The TETCs shed light on the roles and responsibilities of teacher educators who address technology within their courses. A highly collaborative research approach was used to develop the TETCs which involved the crowdsourcing of technology-related literature, a Delphi method for expert feedback, and an open call for public comment. As a result, 12 competencies with related criteria were identified. The TETCs should be viewed as a first step in a larger reform effort to better address technology integration in teacher preparation programs. The release of the TETCs provides future research opportunities including, but not limited to, implications for course design, relevant faculty development for teacher educators, and policy implications."

What to think about when starting development of an online or hybrid course.

There is a "course tour" from FVS for a Chinese class.

Here is one certification program that has one course specifically about teaching languages online.

From the abstract: This paper evaluates the impact that t he introduction of blended learning in a distance language learning course has had on teachers.

"CourseSites is an online platform that enables faculty members in K-12 and higher education to set up Web-based class sites where they can post course materials, communicate with students, encourage collaboration, monitor performance, and manage grades."

the course syllabus from PBS TeacherLine - for those of you interested in teaching online, I thought it might be interesting for you to see what they teach

I don't have personal knowledge of these courses, but I've heard from others that they are good. OLC is one of the main organizations for post-secondary information about teaching online. See if your school has a membership that you can take advantage of for conferences and workshops.

Special opportunity! A course from VoiceThread specifically for language teachers! January 8-12, 2018

Description This podcast developed by The Center for Teaching and Learning for the use of The Executive MHA Program is a series of workshops designed to prepare faculty for online courses.