Stacy Suhadolc, The Pennsylvania State University, University Park, Pennsylvania, USA

This survey reveals international teaching assistant (ITA) program features and their adaptation to the COVID-19 outbreak. Of the respondents (n = 25), 60% are instructors, 8% administrators, 24% are both, and 8% marked “other,” indicating multiple roles (teaching ITA courses currently and/or in the past and other coordinating duties).

Synchronous vs. Asynchronous Instruction Formats

During spring 2020, 68% of respondents’ online courses were delivered synchronously and 8% asynchronously, with 24% delivering hybrid courses (synchronous and asynchronous).

As ITA administrators and instructors make choices about the future, their preferred delivery method combines hybrid instruction. If they could choose to teach future ITA courses online, 60% of respondents preferred hybrid course delivery, while 32% said that they preferred only synchronous courses. Finally, 8% preferred asynchronous course delivery. The implications for how these courses are redesigned for this method of delivery should be considered.

Technology Platforms

Respondents were asked which technology methods were used during spring 2020 and what method of technology they would prefer to use for future delivery of courses with more than one month to prepare. Respondents could mark more than one technology choice. During spring 2020, respondents reported using Zoom (84%); a course management system (CMS), such as Moodle, Canvas, Blackboard (68%); Blue Jeans (4%); Meetings by Google (4%); WeChat (4%); Skype (0%); and Other (24%). “Other” resources listed by the respondents included WebEx, Microsoft Teams, Panopto, Box, and Google Docs.

When projecting which technologies they would use in the future if given a choice, 84% of respondents said Zoom, 80% said they would use a CMS, 4% said they would use Blue Jeans, and 28% said they would use “Other,” including Microsoft Teams, Panopto, WebEx, and some kind of easy-to-use whiteboard. Others said that they don’t have anything to compare Zoom to, so they chose “other” without knowing what else to choose.

Thus, Zoom and a CMS are preferred delivery methods, which were primarily used during spring 2020 and are preferred for future technology use.

Activities During Spring 2020

Respondents were asked how much they needed to change their course activities during spring 2020. On a scale from 1–5, with 1 being “none at all” and 5 being “a lot,” the average response was a 3. Following are some takeaways from this question:

• The majority who responded mentioned shifting their original activities to make them more accessible on online platforms. These activities included moving in-person presentations online, leading online discussions, and utilizing tools like chat, polls, screen shares, Google Docs, and breakout rooms. Even university course observation assignments were made remotely.
• Though most ITA in-class courses focus on oral production, some respondents mentioned shifting their instruction to written communication, such as instruction on chat, emails, and PowerPoints for ITAs who could be teaching online.
• Face-to-face ITA activities are usually designed for immediate feedback. One respondent mentioned making activities more production focused so students would submit online, which would allow for delayed feedback. Also, some talked about flipping their classrooms, so activities were completed asynchronously.
• Though time was a common issue for many respondents, one instructor mentioned cutting down class time each week and using extra time to meet individually with students and give individual feedback.
• Though many instructors shifted their in-class activities to online activities, not all in-class tasks could be replicated. One instructor mentioned being unable to do fluency circle activities.

In conclusion, all respondents’ answers reveal creativity in redirecting their in-class activities to online instruction. Although different from teaching courses in-person, the respondents’ answers show how quickly they were able to shift their activities to an online medium.

Future Activities for Online ITA Courses

Now that they had taught their spring 2020 ITA courses online, and using their previous experience, respondents were asked to rate on a scale from 1–5 (with 1 being “none at all” and 5 being “a lot”) how much they would adapt/change their in-class course activities in the future to be done over an online platform. The average answer was a 3.

Most respondents said that teaching synchronously via Zoom took more time to cover the same amount of material. Several answers revealed that respondents would have their students do some work asynchronously (i.e., flipping the classroom) prior to the synchronous class, and some mentioned reducing synchronous class time. For one respondent who had a 3-hour class, they suggested that it wouldn’t make sense to use more than 1 hour to meet synchronously on Zoom. The use of toggling between PowerPoint slides and other materials made one respondent unhappy about how much time it took to deliver their class synchronously.

For flipped classroom experiences, some respondents mentioned posting recordings of their lectures, giving students worksheets, and watching PowerPoint slides before the synchronous class. One suggestion for asynchronous instruction was to set up small work groups for out-of-class activities.

Suggestions included synchronous in-class practice and answering questions about doing the asynchronous activities, individual or small-group student-teacher conferences, and partner work for fluency practice.

In terms of preparation, one respondent mentioned having materials already prepared for the instructors to ease their burden of teaching the course online. Respondents discussed making more explicit instructions regarding online expectations (like using Zoom) and better developing assignments for online instruction. Some mentioned making activities that prepare ITAs to teach online because they may teach online in the future. One respondent discussed making materials more accessible for online instruction by sharing PowerPoint slides and making download-friendly handouts. Finally, another respondent (who taught online prior to spring 2020) noted that students appreciated the range of materials and tools online formats can provide.

Change in Progression of ITA Courses During Spring 2020

Respondents were asked to rate, on a scale from 1–5 (with 1 being “none at all” and 5 being “a lot”), how much they changed their course progression for students to be able to pass the course. The average response was a 2.

Due to lost time, some respondents noted having to cancel or delay major assignments and lessons so students could adjust to using the online platform. Some also said they had to reduce the amount of homework due because of the amount of stress students were enduring. Overall, many said they did not change the progression of their course.

Future Progression of Online ITA Courses

Now that they had taught their spring 2020 ITA course online, and using previous experience, respondents were asked to rate on a scale from 1–5 (with 1 being “none at all” and 5 being “a lot”) how much they would change the progression of the course in the future for students to be able to pass the course. The average answer was a 2.

The majority of the answers related to keeping the same progression as live courses. Some respondents mentioned making minor adjustments, like less homework to compensate for more time spent on asynchronous class work. A few respondents mentioned changing some lessons, which required the students to physically be on campus, such as getting to know the campus and area. Finally, one respondent mentioned considering how many asynchronous modules they would use and minimizing synchronous lecture time by maximizing more communicative practice and discussions. Overall, the respondents would not change the progression of their courses.

Change in Assessments of ITA Courses During Spring 2020

Respondents were asked to rate, on a scale from 1–5 (1 being “none at all” and 5 being “a lot”), how much they changed their assessments for students to be able to pass the course. The average response was 2.

Respondents mentioned being more flexible with deadlines and how students were assessed. For example, undergraduate student evaluators were used previously, but there were a limited number of evaluators when the course went online. Specific aspects of rubrics were shifted from “nonverbal communication” to "online presence." They shifted the weight of assignments to make earlier assignments heavier than the online assignments.

However, other respondents whose programs focus more on a pass/fail grade said that it would not be helpful to assess students less stringently, and they did not change anything.

For ITA programs in which summative assessments are outside of the courses, some said that their testing services stopped offering face-to-face tests without announcing plans for future tests. The students were instructed to take the TOEFL iBT Special Home Edition^® instead, which uses high speaking scores for teaching assistant eligibility. Overall, flexibility is needed for students to pass their ITA courses; however for pass/fail courses, no changes were made to assessments.

Future Assessments for Online ITA Courses

Now that they had taught their spring 2020 ITA course online, and using their previous experience, respondents were asked to rate on a scale from 1–5 (1 being “none at all” and 5 being “a lot”) how much they would change their assessments for students to be able to pass the course. The average response was a 2.

The majority of respondents said their assessments would not change much (e.g., retaining use of a portfolio-based evaluation system); however, some shared how aspects of their assessments might need to change. One respondent mentioned changing how students are assessed by shifting assessing in-person teaching skills to online teaching skills. Other respondents indicated wanting to revisit rubrics to assess ITAs’ online delivery of lessons. Though some said their rubrics work both in-person and online, others said that body language would need to be reevaluated for assessment because of visibility issues with using technology online.

Another respondent added that their attendance policy would need to be reviewed for students who may have a bad internet connection or circumstances related to COVID-19. Lastly, one respondent mentioned the issue for consideration of how to redistribute grading for asynchronous materials.

In conclusion, respondents felt that future assessments would not need to be changed except for reevaluating how TAs teach online versus in-person.

Comfort Level of Teaching Online Classes Before, During, and After Spring 2020

Respondents were asked to rate, on a scale from 1–5 (1 being “very uncomfortable” and 5 being “very comfortable”), how comfortable they were with teaching online classes before, during, and after spring 2020. Before spring 2020, the average answer was a 3. During spring 2020 and postspring 2020, the average answer was 4.

As instructors were compelled to shift to online teaching, they became more comfortable with it. This change in comfort level indicates how resilient the instructors/administrators are in dealing with these changes.

Conclusion

As ITA programs begin to prepare for future remote learning, consideration is needed about how to best use class time. Using both asynchronous and synchronous instruction is preferred for future teaching. The use of time has made the respondents consider what kinds of activities work best online. Though the future remains unknown about university methods and platforms of instruction, ITA programs seem to have a better sense of how to move forward should remote teaching continue.