Bridging theory and practice: how open distance learning fosters ESL teachers’ professional growth in Malaysia

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Detalles Bibliográficos
Publicado en:	Asian Association of Open Universities Journal vol. 20, no. 1 (2025), p. 82
Autor principal:	Ooi, Li Hsien
Otros Autores:	Othman, Juliana
Publicado:	Emerald Group Publishing Limited
Materias:	Malaysia Pedagogy Teaching methods English teachers Case studies Teacher education Professional development Higher education English as a second language Second language teachers Distance learning Classrooms Schools Knowledge Online instruction English as a second language instruction Professional training Policy making Time management Infrastructure Support networks Teaching Teachers Development strategies Qualifications English language Institutional aspects Interviews Development policy Time use Classroom practice Learning Modalities Instructional Improvement Educational Quality Instructional Innovation Influence of Technology Distance Education Educational Methods Language Teachers Educational Innovation English (Second Language) Elementary Education Blended Learning Online Courses Diversity (Faculty) Electronic Learning Elementary Schools Outcomes of Education Lifelong Learning Learning Modules Educational Facilities Improvement International Studies Educational Strategies
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Descripción
Resumen:	PurposeThis research aims to investigate the role played by open distance learning (ODL) in supporting the professional development of in-service teachers in the field of English as a Second Language (ESL) at a Malaysian higher education institution. In a rapidly evolving educational landscape, continuous professional development is essential for teachers, particularly for underqualified in-service educators. ODL offers a flexible and accessible pathway that allows teachers to simultaneously pursue academic qualifications while fulfiling their professional and personal responsibilities.Design/methodology/approachThis study employed a qualitative case study design to examine how ODL influences pedagogical practices. Data were gathered through in-depth interviews with four in-service ESL teachers enrolled in an undergraduate Teaching English as a Second Language (TESL) programme delivered via ODL.FindingsA thematic analysis of the interview data revealed several key insights. The flexibility of ODL allowed participants to balance their work, study and personal responsibilities, although effective time management was critical for success. The programme facilitated the integration of theoretical knowledge with classroom practices and improved instructional strategies. However, some participants found it challenging to apply abstract theories in real-world teaching contexts. Although ODL enabled the immediate implementation of newly acquired techniques, an inadequate technological infrastructure hindered this process. Expert guidance was valuable, yet limited face-to-face interaction posed challenges for some educators.Practical implicationsThe findings offer valuable insights for policymakers and ODL institutions. They highlight the need for strengthened institutional support, improved technological infrastructure and enhanced interactive learning opportunities.Originality/valueThis study highlights the need for enhanced support systems, targeted professional development strategies and policy measures to improve teachers’ effectiveness.
ISSN:	2414-6994 1858-3431
DOI:	10.1108/AAOUJ-08-2024-0105
Fuente:	Education Database