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This mixed-methods study uses survey and interview data from Intensive English Program (IEP) administrators in the United States to examine training needs and perceived self-efficacy. Less formal training correlates with lower self-efficacy, while administrators strongly endorse additional training. Findings analyze stated needs and inform future training options.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Administrator: A Needs Analysis of Intensive English Programs in the United States  \nAngel Steadman 1 and Rachel Kraut2  \nAbstract  \nAs fully-online classes continue to grow in popularity, administrators of language programs in higher education settings are increasingly responsible for implementing and overseeing online language teaching classes and curricula. However, few language program administrators have extensive experience in online education, and little training exists at the administrative level for this field. In this mixed-methods study, survey and interview data with Intensive English Program (IEP) administrators in the United States show that less formal training and experience in online education are correlated with lower perceived self-efficacy among IEP administrators faced with managing online programs, and that IEP administrators overwhelmingly believe additional training would be beneficial. This study examines the needs described by participants and provides recommendations for future training options based on the needs identified.  \nKeywords: administrator self-efficacy; online language teaching; online  \nlanguage program administration; IEP administration  \nIntroduction  \nIn recent decades, the combination of an increased need for higher education and rapidly expanding Internet access worldwide has contributed to a boom  \nAffiliation  \n1University of Arizona.  \n[email: amiller2@email.arizona.edu](email: amiller2@email.arizona.edu)[ ](email: amiller2@email.arizona.edu)[2](2Rice University)[Rice University](2Rice University).  \nemail: [rachel.kraut@rice.edu](rachel.kraut@rice.edu)  \ncalico journal vol 35.3 2018 274–293 ©2018, equinox publishing  \n[https://doi.org/10.1558/cj.34636](https://doi.org/10.1558/cj.34636)  \nAngel Steadman and Rachel Kraut 275  \nin online education. According to Babson Research Group’s most recent data, 5.8 million students were enrolled in at least one online course at a United States-based college or university in fall 2014. With lower face-to-face enrollments at many institutions, this number makes up a larger proportion of total students than ever before (Allen & Seaman, 2016) . This trend is expected to continue into the future as well: in 2011, 50% of college presidents predicted that most of their students will be taking classes online in ten years (Parker, Lenhart, & Moore, 2011) .  \nIncreases in online enrollment are due to a number of factors, with flexibility (Aslanian & Clinefelter, 2013) and reduced cost (Wang, 2015) being chief among them from the perspective of the student. The popularity and reported success of online language learning programs and apps such as Duolingo (Vesselinov & Grego, 2012), point to a rising appeal in learning languages online among the “digital generation” (Durán-Cerda, 2010). Infact, researchers at Ambient Insight (Adkins, 2016) estimate that the global market for digital language learning will reach $51.9 billion by 2020. This greater demand for online education can be seen particularly among the larger public universities whose online enrollment makes up the lion’s share of the overall online enrollment in the United States, at 72%(Allen & Seaman, 2016, p. 9). Although there is not currently data available about the percentage of language classes being taken online at the university level, enrollment in these classes is almost certainly growing as well.  \nMany intensive English programs (IEPs), especially those in major public universities, have begun feeling pressure to move classes online. IEPs serve a unique purpose within institutions of higher education by preparing international students with English for academic purposes for subsequent study in American universities (Kraut, 2017) . These English programs serve as one of the major avenues for recruiting international students; as a result, they are tightly connected to the recruitment of students","cbCaivEMLTwemcHP","https://ap.wps.com/l/cbCaivEMLTwemcHP","pdf",241861,"English","# Introduction\n## Challenges of Administering Online Language Programs","[{\"question\":\"What problem does the study address for online language program administrators?\",\"answer\":\"It examines the lack of extensive online education experience and the scarcity of administrative-level training for administrators overseeing online language teaching curricula.\"},{\"question\":\"How does training relate to administrators’ perceived self-efficacy?\",\"answer\":\"Survey and interview results show that less formal training and experience in online education are associated with lower perceived self-efficacy among IEP administrators managing online programs.\"},{\"question\":\"What outcomes do IEP administrators report wanting?\",\"answer\":\"Administrators overwhelmingly believe additional training would be beneficial, and the study uses their described needs to recommend future training options.\"}]","Preparing the Online Language Program Administrator - A Needs Analysis of Intensive English Programs in the United States | PDF",1792081789]