Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment

Baroni, Alice; Dooly, Melinda; García, Pilar Garcés; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart; Rogaten, Jekaterina

doi:10.14705/rpnet.2019.29.9782490057337

Cited by 80 publications

(72 citation statements)

References 2 publications

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“…The EVALUATE project that we just ended, created a model for people interested in getting started (The EVALUATE Group, 2019). And it's designed for people who have never done telecollaboration and want to get started.…”

Section: Melindamentioning

confidence: 99%

Telecollaboration and virtual exchange between practice and research: a conversation

Dooly

Smith

2020

JVE

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Section: Melindamentioning

confidence: 99%

Telecollaboration and virtual exchange between practice and research: a conversation

Dooly

Smith

2020

JVE

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“…VE provides learners with opportunities to interact with one another through communication modes offered by online technologies and to collaborate on joint projects in transnational teams (The EVALUATE Group, 2019). Recent years have seen increasing interest in VE in initial language teacher education programmes (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Fuchs, Hauck, & Müller-Hartmann, 2012;Müller-Hartmann, 2006) as it allows teacher trainees to discover, experience, and reflect on the multi-layered aspects of their own techno-pedagogy (Desjardins & Peters, 2007) in authentic linguistic and intercultural contexts (Hauck & Kurek, 2017). However, most studies reported in the literature are small scale, one off projects (The EVALUATE Group, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Approaches to researching digital-pedagogical competence development in VE-based teacher education

Hauck

Müller–Hartmann

Rienties

et al. 2020

JVE

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For the past two decades, Virtual Exchange (VE) has enjoyed increasing popularity in university education, including initial (language) teacher education programmes (O’Dowd, 2018). Collaborating online with colleagues and students from different cultural backgrounds and educational systems has allowed trainees to experience and reflect on issues related to technology and pedagogy in authentic linguistic and intercultural contexts. In 2017/2018, the Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project – an Erasmus+ funded European Policy Experimentation (EPE) – collected and analysed data from VEs across the curriculum involving over 1,000 participants at Initial Teacher Education (ITE) institutions in Europe and beyond.Here, we specifically focus on the impact of VE on their digital-pedagogical competence development. Following a mixed method design we used the Technological PedagogicalContent Knowledge (TPACK) work of Mishra and Koehler (2006) and Schmidt et al. (2009) in a pre-post-test manner. These were complemented by qualitative content analysis of prompted diary entries at key stages during the exchanges to collect further evidence of existing and emerging digital-pedagogical skills among the trainees. Based on one case study of a German-Polish EVALUATE exchange we will exemplify the aforementioned research methods and associated challenges. We will illustrate the urgent need for initial and in-service teacher education that combines technology and pedagogy and argue for VE as an ideal context to this effect. Finally, we will demonstrate how the chosen research approach has contributed to providing the kind of evidence required by education administrators and policy makers for a systematic integration of VE into teacher education programmes.

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“…It is expected to advance employability of advanced education understudies. Since 2009, it has advanced from virtual mobility, keeping the worldwide estimation of scholastic versatility, and yet giving a solid response to conceivable family related, monetary, mental and social hindrances of physical mobility [3], [4].…”

Section: Introductionmentioning

confidence: 99%

Blended Learning Mobility Approach and English Language Learning

Ghareb

Mohammed

2019

UHD J SCI TECH

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A B S T R A C TAlthough the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

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Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment

Cited by 80 publications

References 2 publications

Telecollaboration and virtual exchange between practice and research: a conversation

Telecollaboration and virtual exchange between practice and research: a conversation

Approaches to researching digital-pedagogical competence development in VE-based teacher education

Blended Learning Mobility Approach and English Language Learning

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