12 July 2013 / by Radmila Gurkova

Doing a TEFL course by videoconference: Worth it?

TEFL ONLINE

Upon beginning to research TEFL, you will see that there are a huge amount of courses out there, and it's worth taking a look at every aspect of them to make sure that the certificate you will receive at the end of your hard work will be considered valid by employers. There is nothing worse than investing both your money and your time and energy into something which at the end will leave you fruitless. 

"Surely on-line courses are just a modern version of the old correspondence courses which proved their worth in the past." So why then, do we shy away from completing a TEFL course over videoconference? 

It seems that generally there is a discomfort with the idea of doing an online TEFL course, with many wrinkling their noses in disgust at the concept of not doing a course in the classroom.

This could be for a number of reasons:

  1. Possible connection issues

  2. No teaching practice rendering the TEFL certificate invalid

  3. Not getting the "full experience"


Here we will address each of these issues.

1) Here is a video of an online course in action where it is visible that 'connection issues' have no effect on the class dynamic and how the course runs. Connection issues can be avoided so long as all parties have a good internet connection, a headset and a webcam. This is our trainer in Madrid talking tenses with 3 trainees across Europe!

httpv://www.youtube.com/watch?v=J3_K0mAPxhI 


2) This is a genuine issue when it comes to online courses. All courses, both online and in person, become 'valid' so long as they meet criteria set by the British Council:

Demonstrating that the candidate has completed a course of at least 100 hours duration and demonstrating that the candidate has completed at least 6 hours of observed and graded teaching practice. 

As a product of this, we advise doing a course online over videoconference with at least a week of teaching practice. At OxbridgeTEFL, we offer a week jam-packed with teaching practice that can be done at any point when the candidate is able in our centres in Barcelona or Madrid. This way, the candidates can begin their training by observing senior teachers, then co-teaching until they have gained enough confidence to take on the full class. While doing the course online, we also run a videoconference session with an absolute beginner so trainees can practice while at home.

3) By the "full experience", we refer to human contact, person-to-person interaction. Videoconference sessions, it must be specified, are not online self-study courses, instead classes with a teacher and students who don’t share the same physical space, but meet in cyber space using a computer or a mobile device, the internet and a web camera.

So what are the benefits of a course by videoconference over a classroom course?

The first and foremost is the fact that you can study in your own time, using the online material provided to take the course into a further depth, and then use videoconference to discuss and debate what you have found with the TEFL trainer and fellow students. Also:

  • They offer the same quality of teaching as in-person classes. There is always a teacher on the other side of the line helping and guiding you.

  • The price. They are more economic as no travelling expenses are involved for both learners and teachers.

  • Flexible.

  • Learners can be in touch with good teachers from areas that lack good in-person class offers, such as distant areas, small towns or villages or isolated places with no good transport. As long as they have a good internet connection, learners will be able to choose the best option for them.

  • No matter where they are located in a particular moment, learners can access their web classes globally and won’t miss a session even if they are on a trip.

  • Less stress and more preparation time having lost travel time.

  • Sessions can vary from 1 to 1 to groups with up to 3 students. This reduced group size makes learning more effective.


 

15

July 2016
ESL Course Design for the 2016-2017 Academic Year
by Max Zaman
With another academic year coming to a close, the teachers of Oxbridge Barcelona began to reflect on the year behind them and plan the ESL courses for the 2016-2017 academic year. We began by brainstorming on the activities and teaching methods that were well received by the students, but more importantly, helped students advance their Englis...

11

July 2016
Grading activities. Creating unified criteria.
by Rob Wylie
In all of our classes we use activities which are written by us, the teachers, but how can we ensure that the activities work during a class? Here at Oxbridge we have adopted a five-star rating system for grading activities to ensure that we are able to evaluate all activities not onl...

07

July 2016
Can a non-native teach English? No way!
by Marjan Van Rij
“Where are you from?” is usually one of the first questions I get when I meet students for the first time. I am from the Netherlands (which isn't Holland by the way but that’s a different story). “But English is not the official language of the Netherlands, right?” Yes, that's right. Our official language ...

04

July 2016
English prepositions are easy with the in-on-at pyramid
by Marjan Van Rij
Are your students struggling to memorize the prepositions? Moreover isn’t it a bit confusing to explain all different examples? Why are my hands on the table, am I in the building and at the desk? Don’t worry. In, on and at is often confused among Spanish ESL students. Probably because these three prepositions can be translated to one Spanish...

01

July 2016
Are you capable of learning English?
by Marjan Van Rij
One of my students told me after his two-hour class by videoconference that he felt very comfortable because he was able to follow most of it. Still he didn’t feel comfortable enough to speak at any time. He is at a beginner’s level but far from a beginner. I am talking about a middle-aged man who has been studying English almost his entire l...

01

July 2016
Criteria for good activities
by Ana Garza
Here are some conclusions we, Madrid teachers, arrived to when discussing What do good activities include? These are internal working standards that we are now setting in order to unify criteria for what good activities should contain. Now we have more clues on what others mean...

29

June 2016
Why don’t we translate while we teach English?
by Marjan Van Rij
“... and all other things.” I saw the look in his eyes: panic. “Things? What is things?” Oops, I didn’t know this was a new word. Mentally slapping myself in the face for my own stupidity, I started explaining the word “thing”. I pointed at different objects in the room while using the word “thing” and referred to myself ...

03

June 2016
How to use cognates for beginners
by Max Zaman
When students make the decision to step into the classroom to learn English, they often nervous and feel intimidated. For them it is as if they are entering a new world where nothing looks familiar. Thus they can become withdrawn and shy. The situation can be difficult for the TEFL teacher as well as they struggle to connect with the students...

30

March 2016
The importance of teaching practice in TEFL training
by Rafael Olivares
Teaching English is a very complex process that involves knowledge about linguistics as well as about educational psychology. However, like everything else in life, there is the theory and then the reality. There is a Chinese proverb that says: I hear and I forget... I see and I remember... I do and I understand. This holds so very true...

02

March 2016
The power of dissatisfaction
by Ana Garza
Dissatisfaction tends to be associated with something negative, but it's actually quite powerful when one uses it wisely. One of the problems it brings is that its consequence tends to be criticising –and it ends up there. But the other day I read something that said that people who were satisfied with their ...