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ERIC Number: EJ1268565
Record Type: Journal
Publication Date: 2020-Aug
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1072-4303
Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach
Marshall, Helaine W.; Kostka, Ilka
TESL-EJ, v24 n2 Aug 2020
Many educators are divided about the benefits of online teaching and learning, especially in the current COVID-19 pandemic when such instruction is necessary and often accompanied by insufficient preparation. It is not surprising, therefore, that many of us who teach English language learners and train pre-service teachers find ourselves in a difficult moment in our professional lives. Our students are also confronting the prospect of becoming disconnected from the person who is arguably their most essential link to their learning experiences. In this article, we describe how teachers can leverage the flipped learning approach in online courses to foster teaching presence. We begin by reviewing the literature on flipped learning and Garrison, Anderson, and Archer's (2000) Community of Inquiry framework. We then introduce the Synchronous Online Flipped Learning Approach (SOFLA) (Marshall, 2017), including the asynchronous and synchronous pedagogical elements that form the approach. We conclude the article by reflecting on SOFLA and suggesting areas for future scholarship.
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A