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TESOL programs expand learning opportunities for language teachers, but they also raise concerns about potential disconnect between theoretical study and classroom practice in fully virtual formats. This qualitative paper presents reflections from 22 teachers who completed a fully online TESOL master’s program at a university in the South Central United States. Findings from student voices and participant experiences indicate that strong theory-practice connection is achievable through reflective tasks and context-based 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development of online M.A./M.Ed.in TESOL programs has created newpossibilities for language teachers around the world to become part of a learning communitythat may not have been previonsly available to them.Online edncation means anywhere/anytimelearning,continned employment and continned residence.Yet,online learning has broughtchallenges as mnch as celebrations;one being fear of disconnect between theory and practice.Inthis paper,through qualitative study,the authors address this concern by sharing theexperiences and reflections of 22 teachers who completed a fully online TESOL master's degreeprogram at a university in the South Central United States.Their voices specifically reflect theconnect or disconnect of theory and practice in their online courses in one particular M.Ed.TESOL program.Overall,the voices of the students reaffirm that a strong connection of theoryand practice is in fact possible in a virtual learning environment.  \nKeywords:Online TESOL Program;Online Education;Student Reflection  \nResearching the theory and then making a plan to implement it in my classroom.…First I needed to learnabout the theory behind it.I needed to be won over.Next,I had to tackle the question how I can implementit.From there I looked for elements I could incorporate into things I was already doing(Lisa,EFLinstructor).  \nThese words are from Lisa(pseudonyms used throughout),an American English language instructorenrolled in an online TESOL master's program while she was teaching English abroad.In her first year of theprogram,she was teaching in Oman and in her second year in Kuwait.Having enrolled in an online programprovided her the possibly to learn and teach anywhere.Based on her reflection,Lisa did not immediately buyintothe theories she learned and wanted to test them herself to see if these theories seem applicable in her own context.As the professors who teach in an online program,we believe this is an indication of strong theory-practiceconnection and personalizing the theoretical content.We want to help our students to be able to apply their growingtheoretical knowledge in their respective teaching contexts,which could be challenging compared to a face-to-facelearning setting.It is important that theories taught go beyond textbook definitions and become personal practicalknowledge.  \n# The Issue\n\nOnline education has allowed “education to transcend boundaries of brick and mortar schools andclassrooms”(Tan,Nabb,Aagard,&Kim,2010,p.9)and enabled students and teachers to share knowledge withothers from all around the world.Online education means anywhere/anytime learning,continued employment(i.e.  \nteaching position),and continued residence rather than being uprooted and travelling to a specific location tocomplete a graduate degree(Nunan,2012).As much as there are benefits to online education,there are alsochallenges.For example,in online TESOL programs,is there a risk of disconnect when connecting the theory andpractice due to their fully online nature?In this paper,we attempt to address this question by sharing theexperiences and reflections of 22 teachers who completed a fully online TESOL master’s degree program at auniversity in the South Central United States.Their voices specifically reflect the connect or disconnect of theoryand practice in their online courses per se and the overall program.  \n# Online TESOL Education:Theory-Practice and Reflective Practice\n\nIt is important to provide a brief overview of the limited literature regarding online  \nTESOL-related studies which emphasize theory and practice along with reflective practice.Verity(2014)describedMA TESOL training as a blend of“apprenticeship”and“scholarship”(p.257).Students often enter TESOLprograms with practical experiences,yet they do not have the skills or training on how to make sense of theirteaching exper","cbCaiqiiMkiMBbpK","https://ap.wps.com/l/cbCaiqiiMkiMBbpK","pdf",240927,"English","# Can Theory Meet Practice in Online Master's TESOL Programs?\n## The Issue\n## Online TESOL Education: Theory-Practice and Reflective Practice","[{\"question\":\"What concern does the paper address about online TESOL programs?\",\"answer\":\"The paper addresses the fear that online learning may create a disconnect between theory and classroom practice due to the fully online nature of the programs.\"},{\"question\":\"How was the study conducted in this paper?\",\"answer\":\"The authors use a qualitative study based on reflections from 22 teachers who completed a fully online TESOL master’s degree program.\"},{\"question\":\"What do the participants’ reflections suggest about connecting theory and practice online?\",\"answer\":\"The reflections reaffirm that a strong connection between theory and practice is possible in a virtual learning environment, especially when theoretical content is personalized and applied in specific teaching contexts.\"}]","Can Theory Meet Practice in Online Master's TESOL Programs? - Reflections from Program Graduates | PDF",18]