Exploring connectivism in online english teachers

Abstract

The present research project aims to analyze the importance of studying how Connectivism theory is applied in English language practice. In addition, to identify the challenges faced by teachers in contributing to the improvement of teaching and learning processes in the digital environment. The qualitative method, with a phenomenological approach, was used through one-on-one interviews to collect information on the perspectives and different experiences of five English teachers from the Santa Elena Peninsula State University in a digital environment. The findings revealed that educators frequently use a Communicative Approach, Collaborative Learning, Task-Based Learning, multimedia resources, educational platforms, and interactive digital tools to encourage participation and autonomous learning. Without ruling them out, teachers also pointed out their difficulties: the instability of the internet connection, technical problems, and the need for continuous training in digital skills. To overcome these challenges, teachers prepare alternative materials, adapting their teaching resources and showing flexibility during the teaching process. To conclude, Connectivism constitutes an appropriate framework to strengthen online English teaching by promoting collaboration, knowledge sharing, and interaction using technology. It is essential to strengthen the digital skills of teachers and provide academic support to obtain a better quality of virtual education.