Perspective Chapter: Building an Online Ecosystem for English Teaching and Learning in the Times of Covid-19 Pandemic and Beyond

Abstract

Online education is a revolutionary trend of educational technology today, particularly, since the Covid-19 pandemic, online classes have become the cornerstone of modern education. The rapid growth of online learning is challenging the relevance of traditional higher education systems. Although many efforts from educational institutions to promote online teaching and learning have rapidly increased, progress is far from sufficient, especially when a model of an online learning system needs further examination in practice after the pandemic. This chapter reports a case study at the center of foreign languages in Vietnam, addressing the need to develop an online learning ecosystem during the pandemic crisis and beyond. Characteristics of an online learning ecosystem are presented and basic steps of developing an online ecosystem for English teaching and learning are discussed in detail. The suggested ecosystem should cover the five key components including teaching environment, relationships between teachers and learners and between learners and learners, teaching methods, teaching content and resources, and teaching evaluation. Several recommendations for strengthening an online learning ecosystem are also presented.

1. Introduction

The pandemic’s impact over the past 2 years has required adaptation in almost every area of teaching and learning and prompted most educational institutions to rapidly adapt to online learning. Most of the classes are currently conducted using various web conferencing tools for synchronous applications like Zoom, Google Meet, or MS Teams. Various kinds of Learning Management Systems like Moodle or Google Classroom are being used to deliver online courses, and even most examinations are being managed online, using various technology applications. The constraints of the pandemic provided an opportunity for educators to consider building a strong learning ecosystem during and after the pandemic times. The term “ecosystem” is usually associated with the scientific community; however, when it comes to the context of online education, it helps to view an online learning ecosystem as a socio-technical system consisting of species (tools, resources, curricular, policy), populations and communities (learners, teachers, experts, management) in a mutually interacting environment [1]. This metaphor will help educational leaders to establish and conduct strategic plans to create specific learning ecosystems to withstand, sustain and develop during the crisis and beyond.

As reflected in the definition of ecosystem, the idea of ecosystem can be applied to any learning, and an online learning ecosystem for teaching and learning English is worth considering in greater detail. For many educational institutions like the case study examined in the following chapter, sustaining continued learning has become an urgent development when the global pandemic has expanded. A strong online learning ecosystem can help institutions survive and grow during the crisis. More importantly, a strategic online learning ecosystem is necessary to help institutions to keep up with their fast-changing learning needs by creating opportunities for development and enhancing continuous learning of all types. Being ready to adapt ecosystem-based changes for sustained learning in the pandemic and in the new normal requires educators to understand what it means to become a learning ecosystem, what they need, and how they proceed to develop the system.

2. Online learning ecosystem and its characteristics

Ecology, which was first proposed by German biologists in the mid-nineteenth century, has developed into a comprehensive discipline in the present century [2]. In a general context, a natural ecosystem is a biological community of interacting organisms with their physical environment. Every organism has a role to fulfill and for an ecosystem to flourish and evolve, all aspects of the ecosystem should have a harmonious balance. In a specific context, each ecosystem may comprise different elements. A business ecosystem, for example, is a network of buyers, suppliers, and markets of related products or services in their socio-economic environment. An educational institution can be conceptualized as a gradually evolving and responsive learning ecosystem, which constantly adapts and self-regulates itself according to internal and external changing needs [3]. In the context of online education, online learning ecosystem is the term used to describe all the components required to implement an online solution. In many respects, an online learning ecosystem is very similar to a biological ecosystem, where organisms interact with one another and with their physical environment.

In the process of English teaching, the concept of ecosystem can be applicable as the English teaching environment is similar to the natural environment in the category of ecological theory, and the relationship between teachers and learners is similar to the relationship between the producers and consumers in the business context.

In existing literature on online learning in regard to English teaching [4], there are four typical characteristics of an online learning ecosystem which include openness, harmonious symbiosis, flexible interactions, and individual differences.

2.1 Openness

Openness generally refers to the connection among the elements inside and outside the system. In an online learning setting, all the elements of teachers, students, and online learning environment form a whole ecosystem, and they are open to each other. Teachers and learners, and learners in one class can communicate together, with other classes, with other schools, and with the external environment, to learn from each other and to promote their own development. The characteristic of openness in an online learning ecosystem also refers to open educational resources that allow learners to use, adapt, and share learning resources. In this information age, this type of openness is critical for learners to create and share experiences and knowledge. Openness of learning environments allows the learning process to be more visible and inviting to critique and new ideas. Innovative ideas and dynamic interactions can only occur in open learning ecosystems [5].

2.2 Harmonious symbiosis

This relationship mainly focuses on the positive relationship between teachers and learners, teachers and colleagues, and among learners. A specific English ecological online class will be successful when it can promote the continuous growth of the teacher and learners in which teachers are full of positive energy and enthusiasm, and learners are full of learning and exploring passion, and most importantly, teachers and learners can inspire each other. Harmonious relationships have a positive influence on learners’ experience and generally promote their continuous efforts with online learning [6].

2.3 Flexible interaction

An online learning ecosystem should have the feature of flexible interactions thanks to which all participants in the system can effectively interact with one another and with their physical environment. In a specific English ecological class, the interactions can be categorized into three types: teacher-learner, learner-learner, and learner-content. The first type of teacher and learner interaction is widely considered vital for an effective online classroom in Vietnam as for many past decades, both teachers and learners have been accustomed to traditional teaching method known as the teacher-centered approach. To enhance the teacher and learner interaction, teachers should play their roles as facilitators, stimulating learners’ interest and motivation, and guiding each learner through online learning experiences. The second type of interaction, learner-learner occurs as learners share information with their peers and receive feedback. Virtual environments are often collaborative, and learners can interact in a variety of ways. Online discussion boards can even be more useful than face-to-face discussions in a traditional classroom because learners can take time to reflect on their responses [7]. Generally, learners can interact to collaborate with one another, instruct each other, encourage one another or befriend each other. The third type of interaction, learner-content interaction, is especially vital because it provides learners with the necessary knowledge in language competence and contributes to the success of online learning. Interaction, in all forms, can be perceived as an effective way to promote distance education. It is a fact that in the medium of distance education, activities, dimensions, functions, and the other components of online learning including the concept of interaction must be used distinctively from traditional face-to-face education [8].

2.4 Individual differences

Learning is generally more effective when individual differences can be recognized and valued. Family background, academic ability, motivation for learning, and personality traits are some main differences between learners that should be considered for developing an online learning ecosystem. Individual differences are much emphasized in an ecological class because the core of ecological class teaching is people-oriented, respecting individual differences such as physical characteristics, intelligence, perception, gender, ability, and learning styles. An effective and productive learning and teaching process can be designed and undertaken by carefully considering these individual differences of the learners [9].

3. Importance of an online learning ecosystem in the times of Covid-19 pandemic and beyond

For the past many decades, most academic institutions have relied exclusively on traditional learning, but the sudden outbreak of Covid-19 pandemic shook all educational systems by forcing a shift to online teaching and learning. During times of the pandemic crisis for the past 2 years, every educational institution should strive to maintain or enhance its competitive advantage, which is primarily achieved by its people. To provide continuous learning frameworks for learners during the crisis and beyond, educators should build their online learning ecosystems. Online learning ecosystems are necessary to help educational institutions withstand crises and generate long-term benefits [10].

An online learning ecosystem may offer a range of benefits, including creating a good learning environment, enhancing the overall quality of relationships between teachers and learners, promoting the rationality of teaching language, and increasing the diversification of teaching methods [11]. Creating a good learning environment is beneficial. The main purpose and function of an online learning ecosystem are to enable dynamic relationships and interactions between teachers and learners with online content. Learners and teachers and their interactions are important features of the virtual learning ecosystem. Today’s learners generally prefer a learning environment that is not as obsolete as traditional classrooms but that is specifically engineered to support thinking. In an online ecological class, learners may have a new learning experience, so a sense of belonging is important for a meaningful learning process. Teachers need to create a supportive online learning environment where learners feel more comfortable and engaged.

Enhancing the overall quality of the relationship between teachers and learners has important, positive, and long-lasting implications for both teachers and learners in an English ecological class. Teachers should take a more learner-empowering approach to classroom management for building learners’ self-awareness and enhancing their self-regulation. Teachers should be responsible for following each learner’s progress through the course. Teachers should continually be assessing learners’ learning, diagnosing learning needs, and prescribing solutions. At the same time, in a healthy classroom ecosystem, learners are the primary producers of education, who build the classroom environment and keep it alive [12].

Promoting the rationality of teaching language is also very important. Rationality, or rational thinking, generally helps to develop problem-solving skills, the ability to memorize the content, and writing skills which are particularly useful in foreign language teaching and learning [13]. In the process of English teaching, the complexity of teaching generally requires teachers to question their practices for their own professional development in order to improve and increase learner performance [14].

Increasing the diversification of teaching methods is another advantage of an online ecological class. Similar to the natural ecological system, the ecological system of English teaching also contains many elements, and there are also interrelated and contradictory relations among the elements. Teaching is not one size, that can fit all approaches. Teaching is eclectic and dynamic [15]. Diverse teaching methodologies can meet different learners’ learning styles and help to engage more learners through various teaching strategies. Teachers should take notice of the innovation of teaching content, and then support the development of an ecological education system in the direction of diversification. Diversification of teaching methods will enable online teachers to reach more learners since this diversity fits better the learners’ learning styles [16].

4. Basic components of an online learning ecosystem

Creating a learning ecosystem generally requires a focus on the people, content, technology, data, and governance in the organization. In the context of English teaching, an online ecological English class should focus on an effective learning environment, relationships between teachers and learners, learning content, learning methods, and learning evaluation [17].

The ecological online learning environment is particularly important, which is the most basic condition of the process of online teaching and learning. An effective learning environment should emphasize active roles of both teachers and learners. Teachers will often act as facilitators, organizing activities that engage learners directly rather than relying too heavily on lectures and memorization. Successful online learners have to be self-directed, stay motivated, and stay on top of their workload independently [18]. Collaboration is a key indicator of effectiveness in an online ecological English class. Small group assignments and forum discussions can give opportunities for learners to engage more effectively.

Ecological relationship between teachers and learners is of great importance. Online environment facilitates and strengthens a new teacher-learner relationship which is characterized by teacher-led and learner-centered characteristics. The traditional classroom is teacher-centered, in which the teacher is the authority of knowledge, but the ecological class should emphasize the symbiosis between supportive teachers and engaged learners. A supportive teacher is one who efficiently creates a positive environment in the classroom. Teachers should have to shift traditional teaching methods and should apply strategies, focusing on practical activities and cooperative learning. Teachers should promote effective learning and interaction with learners and engaged learners should be involved practically in learning. Learners should be given practical activities regarding their practical life so that they can learn to practice in reality [19].

Teaching content is the foundation and center of an online ecological class. The content may be further categorized into two primary elements: class content and website content. Class content can include any document file, presentation file, audio file, or video file that may be used to deliver online classes. The content is mainly distributed through the electronic channels by employing the internet, satellite TV, radio, and storage devices like compact discs, hard discs, pen-drives, etc. Website content with its multimedia elements, interactive features, and a higher level of accessibility is an effective tool for online learners. Learners generally expect information, services, academic content, interactive tools, and user-friendliness from the websites of their institutions [20]. In different teaching and learning contexts, website content can be modified and applied in four main different methods, which can be web-supported in a face-to-face course, web-enhanced in a face-to-face course with internet resources, web-enabled in a face-to-face course with online learning activities, or web-delivered in a fully online course [21].

In regard to teaching methods, online learning is catalyzing a pedagogical shift in how people teach and learn. There is a shift away from top-down lecturing and passive learners to a more interactive, collaborative approach in which learners and teachers should work together to create an effective learning environment. The teacher’s role is changing from the “sage on the stage” to “the guide on the side” [22]. In the new development of English ecological class, teaching methods should be based on a learner-centered approach. In this approach, learners can learn at their own pace and take full responsibility for learning. Teachers can use various kinds of teaching methods, such as the communicative language teaching method, task-based language teaching method, total physical response method, audio-visual method, and group cooperation method. Only the teaching ways are ecological, can students’ learning be ecological [23].

Teaching evaluation is a means to test the teaching situation, and it reflects the effect of classroom teaching. The ecological teaching evaluation is critical as the core of ecological class is the sustainable development of teaching. The traditional teaching evaluation is unilateral, that is, teachers mainly evaluate their learners. The evaluation of ecological class can be diverse; that is, the learners themselves, classmates, teachers, and parents all should be involved in the evaluation with the aim of enhancing the teaching and learning process.

5. Research approach

In the current study, the research method used is qualitative with a case study approach with data collection through documentation review and case observation. Data analysis techniques consist of data reduction, data presentation, and drawing conclusions. Case study has proven particularly useful for studying institutional innovation and development, and the results can provide institutional leaders with a detailed description of a specific situation for their policy decision-making process [24].

6. The Center of Foreign Languages (CFL) and its current practices of developing an online learning ecosystem

6.1 CFL and its online programs

The Center of Foreign Languages, Can Tho University, Vietnam (hereafter referred to as “the Center” or CFL) has provided fee-paid language courses in English, French, Chinese, Japanese, and Korean to the local community. Currently, there are approximately 2000 of learners of both adult learners and young learners. Most of the courses are on-site, and the online program makes up a small part of different programs at the Center before the pandemic crisis. During the country’s period of social distancing, the Center shifted to emergency online teaching and learning in early May of 2021 and began to offer more online classes. Teachers basically used web conference software such as Zoom or Google Meet as the technical tool of instruction for their synchronous classes. Online class size is relatively small, between 15 and 24 learners. The course duration is between 8 and 10 weeks, and each class has 2 or 3 synchronous sessions per week. With the shift to online teaching, the Center took some immediate actions from adjusting the course content of all its programs, reorganizing the syllabi, providing teachers with online pedagogical approaches, and, most practically, preparing the necessary technological facilities, such as internet connectivity and software service licenses to conduct online classes.

6.2 Weaknesses in the current system before the change

At the beginning of the pandemic crisis, the Center was facing the challenge of transferring all levels of physical onsite classes to emergency online teaching and learning. This emergency remote education at the Center was mainly an obligation and was not based on much theoretical and practical knowledge in a systematic manner. Online teaching at the early stage of change was needed for surviving during the pandemic crisis, but it posed challenges for all the stakeholders. Major challenges include lack of appropriate technology, teachers’ lack of online teaching skills, and learners’ lack of motivation for online learning. One fundamental problem was that the system of online teaching and learning was not fully ready and well-planned by institutional educators, teachers, and learners.

6.3 CFL’s practices of developing an online learning ecosystem

According to Hodges and his colleagues [25], the typical planning, preparation, and development time for a fully developed online course may take up to 9 months; the Center, therefore, in the very early stage of the pandemic, decided to undertake a holistic plan to establish an online learning ecosystem, not only for conducting emergency online teaching during the crisis but also for designing a sustainable system of online teaching and learning.

There are basic steps of the plan, which include identifying the institutional needs and readiness, constructing the technology infrastructure, providing appropriate training for online pedagogy, developing online content, and evaluating the online learning environment.

Identifying the institutional needs and readiness is the first step in the plan. A need analysis can help the Center assess the institution’s readiness for the change and become proactive in approaching potential challenges. These major concerns of adopting an online learning ecosystem were closely examined, including teachers’ lack of online teaching experience, technology shortage, learners’ distraction, etc. In this early phase, the Center also identified and established specific goals and outlined a roadmap with important activities for developing an online learning ecosystem.

Constructing the technology infrastructure is the next important step in the plan. Requirements of technology can be various in specific online contexts, but in general context, the technology infrastructure consists of a learning management system, content delivery system, and tools. A learning management system (LMS) is a platform that helps teachers manage and organize teaching materials online and conduct online courses. At present, the Center has been using Moodle as the basic LMS for conducting different online courses as the platform offers many advantages to teachers and learners such as control over the content, control over the time spent learning, and thus the process can be adapted according to the learner needs and objectives of learning [26].

A content delivery system (CDS) is online software that allows the teaching content to be delivered over the Internet in two common ways: synchronous and asynchronous. Synchronous content delivery system enables the content to be delivered to learners in real-time, allowing learners to communicate with each other and teachers at the same time; for example, at the Center, the learners can participate in a live Zoom session at a specific time for the learning. This learning environment facilitates a classroom community and increases learners’ motivation [27]. According to these authors, asynchronous delivery can be provided and accessed by learners when they choose; for example, the learners can watch a posted recording of a lecture, not in the real-time of the lesson. In asynchronous environments, learners engage with the content at their own pace, allowing for flexible learning.

In online teaching and learning environment, there is a variety of digital tools. Online learning tools refer to any software, apps, or platform that aid online teachers in enhancing learners’ engagement [28]. At present, the Center has invested to equip necessary toolkits including programs for creating and presenting online teaching and learning content, software for editing images and videos, apps for creating quizzes and games, and online providers for cloud storage and file-sharing.

It is critical that an online learning ecosystem should be built with the correct and economical technology solution to be feasible and successful. The Center needed to ensure that the new online learning applications can integrate with many of the existing systems.

Providing appropriate training for online pedagogy is necessary. Pedagogical approaches are the various strategies and skills teachers employ to help learners realize their full educational potential and achieve learning outcomes [29]. In modern language classrooms, eclectic approach or eclecticism has become popular, thanks to which teachers can generally select various teaching methods or techniques depending on the aims of lessons and learners’ abilities. While traditional approaches such as the communicative approach are still useful for effective language teaching, it is important to explore and implement new teaching strategies such as the use of smartphones or tablets in the new learning environment.

With regard to preparation and support for online teaching, most teachers at the Center began with little or no training or preparation specific to this delivery mode. Online teachers need adequate preparation of adequate strategies for effective teaching. Teachers need support and training in the pedagogy of online instruction, especially they need support with technology [30]. Teachers should be trained in how to use the functions of the online system and should know who to contact for technological help. Due to time constraints and modality of instruction, online teachers can become more isolated from colleagues and therefore miss out on meaningful discussions, constructive feedback, and a sense of collegiality. To help mitigate these potential concerns, forming teachers’ communities where teachers can share ideas and assist each other in online teaching can be of great consideration.

Developing online content is of great importance. Generally speaking, online course content should be interactive and engaging. Interactive learning content helps learners to be more active and more attentive with their online learning. When creating content online, teachers are expected to combine the content of text, image, audio, and video relevantly. Interactive learning content can comprise a series of activity-oriented lessons that can enhance learners’ understanding of content through practice.

Designing a course for the online learning environment requires significant planning time and effort. The course design should begin with identifying learning outcomes and also determine appropriate assessment methods and teaching and learning activities. In addition, teaching resources and materials, and online learning tools are important considerations. Technology selected should be compatible with varied student needs. Technical support should be available to both teachers and learners [31].

Evaluating the online learning ecosystem is critical. The Center should conduct evaluations of its online learning ecosystem after the construction. The system needed continual attention to adapt to the changing online learning environment. There are different evaluation designs and models of evaluation that can be used to evaluate a program or project. The Context, Input, Process and Product (CIPP) evaluation model can be effectively used for evaluating the quality of education. Context presents the goals, objectives, history, and background of the institution. Inputs refer to material, time, physical and human resources needed for effective working. Process includes all the teaching and learning processes, and product focuses on the quality of teaching-learning and its usefulness for the society [32].

7. Recommendations for establishing a strong learning ecosystem

7.1 Recommendations for practice

For an online learning ecosystem to be successful, all components in the system should be dynamic and mutually interactive. An important strategy to develop a more effective online learning environment is to continually improve the ecosystem as a whole. Cultivating a strong learning ecosystem involves thinking strategically and planning each component in concert with the others. It also involves making changes when necessary. In practice, as new technologies and online learning systems come to market, new strategies should be accordingly adopted. Listening to learners and evaluating the learning process is also critical to a healthy learning ecosystem.

7.2 Recommendations for future research

This study is to continue as a guide for further research on the online learning ecosystem in different disciplines, particularly in the post-pandemic times. In a further research step, the proposed online learning ecosystem for teaching and learning English can be evaluated in terms of motivation and satisfaction of teachers and learners.

Regarding the research methodology, the current case study method was employed appropriately for understanding and describing the current practices of building an online learning ecosystem; however, for better generalizing the results, further research can consider applying mixed methods.

8. Conclusion

The online revolution of teaching and learning has transformed almost every aspect of society. Along with modern technology, ecosystem metaphors have changed the approach of educational models. The learning ecosystem in general and the online learning ecosystem in teaching and learning English, in particular, are evolving at a significant rate. This new learning ecosystem represents a significant shift from traditional conceptions of how education is organized and delivered during the pandemic crisis, and in the future, this trend continues to encourage lifelong learning, enhance learners’ innovative thinking, and foster the skills necessary for the twenty-first century workplace.

The post-pandemic age is an era of adaptation. Creating an online learning ecosystem for teaching and learning English is vital to success of online courses or programs. In this system, teachers and learners are the main subjects of any activity. A harmonious and pleasant teacher-learner relationship and learner-learner relationship should be focused. Teachers as course facilitators should guide learners to choose their own learning content and learning methods, solve problems independently and regulate the learning process effectively. Learners should be empowered to participate and contribute to maximizing the resources with continuous collaboration to meet the desired learning objectives.

Learning ecosystems are currently evolving at a significant rate. Learning is no longer a standalone learner-teacher-content interaction, but it has now become an enriched complex mechanism that has the potential to truly maximize the learning outcome. Online education in general and online teaching and learning of English are certainly going to play a great role in shaping the learning ecosystem and making it more fruitful, both for individuals and educational institutions in the times of post-pandemic and beyond.

Acknowledgments

The author acknowledges great thanks to the Center of Foreign Languages, Can Tho University, and all the teachers, especially Ms. Vo Pham Trinh Thu, for their participation in and contributions to this book chapter.

Conflict of interests

The author declares no conflict of interest.