Developing teachers' telecollaborative competences in online experiential learning

Vinagre, Margarita

doi:10.1016/j.system.2016.12.002

Cited by 67 publications

(46 citation statements)

References 12 publications

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“…In addition to identifying task types, the authors observed that task sequencing allowed educators to approach different learning objectives in a telecollaborative project and conducted students to gradually building relationship with collaborating peers. The task typology and sequencing identified by O'Dowd & Ware have been used as reference for task design in different studies (for examples, see Hauck (2010) and Vinagre (2017)) and are in alignment with other important works about task design in telecollaboration. A review from Müller-Hartmann & Schocker-von Ditfurth 2010about the use of technology in task-based learning showed that learners prefer to be exposed to a variety of tasks and that structured environments which provide dialogic interaction lead to more critical thinking.…”

Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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Despite its demonstrated potential to enhance students' Intercultural Competence and other 21st century skills, telecollaboration still fails to be fully integrated into university courses. Literature shows that there is a need for developing sustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequence to facilitate the integration of telecollaboration into university courses for the development of Intercultural Competence. Based on the typology of tasks from O'Dowd & Ware (2009) and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMIC model and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelines on implementation, on the selection of technology and on the integration of tasks to the syllabi and (4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference for further adaptations to diverse contexts. It is currently being piloted in two telecollaborative projects and the results are expected to contribute to future improvements.

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Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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“…An increasing number of studies (Dooly, ; Lewis, Chanier & Youngs, ; O'Dowd, ; Vinagre, in press) have focused on how teachers can be trained to acquire and develop telecollaborative (organisational, pedagogical and digital) competences. Some of these studies (Stickler & Hampel, ) emphasise the importance of experiential use and the integration of specific technological modes in the teachers' own learning process in order to improve their knowledge, competences and preparation so that they can integrate technologies in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

Training teachers for virtual collaboration: A case study

Vinagre¹

2015

Brit J Educational Tech

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This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in‐service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they had to carry out a series of tasks that included reviewing articles on virtual collaboration and implementing a hypothetical exchange. Quantitative and qualitative analyses were performed on the content from the forum, wiki pages and answers to an end‐of‐course questionnaire. Findings suggest that there is a relationship between successful collaboration and the development of the knowledge base and competences required by the TT. Therefore, ensuring that sufficient quality interaction takes place among group members is essential in order to encourage the emergence of sound and friendly relationships that will facilitate active participation and negotiation of meaning.

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“…As reflective practice and dealing with intercultural challenges have been found correlating with gender and qualification among telecollaborative EFL teachers, Hubbard and Levy (2006) argue that technology, pedagogy and the nature of distribution of tasks are always inseparable. The analysis revealed the significance of social-oriented construction of knowledge, which is based on participation, interaction, and reflection (Vinagre, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…There are further competencies needed to be developed among language teachers including exploratory teaching practice (Hauck & Wernecke, 2009) and experiential modelling (Fuchs et al, 2012). Such practices reinforce teachers to frequently share thoughts (Harteis, 2010) and socially construct knowledge via active participation, interaction and reflection with the mediation of technologies (Vinagre, 2017). They encourage new pedagogical practices and experiences such as web-oriented collaboration (Dooly, 2009).…”

Section: Telecollaboration and Training Language Teachersmentioning

confidence: 99%

Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

Khateeb¹

2018

ELT

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The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

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Developing teachers' telecollaborative competences in online experiential learning

Cited by 67 publications

References 12 publications

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Training teachers for virtual collaboration: A case study

Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

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