The Implementation of Online Case Analyses to Trigger Collegial EFL Part-time Faculty's Reflection

Research output: Contribution to journalArticlepeer-review


Higher education has been challenged by the rising reliance on part-time faculty; however, limited endeavors have been contributed to the integration of part timers into educational community. This study investigated how the utilization of five-step case analysis procedure in an online community triggers reflection of collegial English as Foreign Language (EFL) part-time teachers. Four part-time EFL teachers from a private college were recruited. Data resources including online discussionand reflections, case analyses and interviews, were employed to investigate part-time faculty's perspectives of reflecting on cases in an online community. Results reveal that the online community provides part-time faculty with opportunities to learn from each other and a risk-free venue to try new teaching ideas, helping them break professional isolation through connecting theories with practices. Also, the five-step case analysis guided the participants to exercise reflective practices. For future study, it is suggested that teachers of interdisciplinary studies should be included and investigated.
Translated title of the contribution運用線上教案分析以觸發大專英語兼任教師之反思
Original languageEnglish
Pages (from-to)53-103
Number of pages51
Issue number4
Publication statusPublished - Apr 1 2020


  • Teacher Professional Development
  • Teacher Reflection
  • Case-analysis
  • Online Learning Environment
  • English as a Foreign Language (EFL)


Dive into the research topics of 'The Implementation of Online Case Analyses to Trigger Collegial EFL Part-time Faculty's Reflection'. Together they form a unique fingerprint.

Cite this