Innovative language teaching and learning at university: enhancing participation and collaboration

Abstract

M otivation is one of the most important factors which influences second language learning (Dörnyei, 1998;Gardner & Lambert, 1972). A support mechanism which reinforces student motivation through encouragement, social interaction, feedback, sound learning environments and good teaching is crucial for ensuring successful learning. This is particularly relevant in distance or online language learning settings, as learners work more autonomously and independently than in conventional classrooms and there is a higher risk of feeling isolated and not part of a well-defined and supportive learning community. This paper presents initial research conducted by the Department of Languages at the Open University to evaluate the efficacy of a peer-support initiative on level 1 modules where the drop-out rate is significant. The study is supported by both qualitative and quantitative evidence, which evaluates student engagement on the forum, the support mechanisms offered by elected peers and their role in building an online community.

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

“…The second category, 'Video creation and editing' , refers to the use of video embedded in a collaborative learning process which results in a video product or outcome: learners create their own videos (Berg, 2016), generally within the context of a student-centered pedagogy (Barfurth & Michaud, 2008). This modality differs from the first category, as the video results from a design activity (Zahn, 2017) and not only from capturing what happens in a real situation.…”

“…The model is best used as a fundamental resource embedded within student-centered pedagogical perspectives, for example, project-based learning or inquiry-based learning. Here, students become producers and collaborators (Berg, 2016), as well as authors and developers in online communities of e-practitioners based on virtual learning environments (Larsen et al, 2008). Typical learning activities are problem-solving tasks, cooperation, negotiation, decision-making, interaction and dialogue among students and teachers, and self-and collaborative reflection.…”

“…Typical learning activities are problem-solving tasks, cooperation, negotiation, decision-making, interaction and dialogue among students and teachers, and self-and collaborative reflection. Video not only constituted a representation tool, but it also became an important learning tool and a medium for the collaborative building of cultural artifacts, in a framework of project-based learning and group work (Berg, 2016). The creation of video incorporated collaborative negotiations and decisions about planning, editing, narrative construction, viewing, narrative analysis, and critical thinking (Cavanagh & Peté, 2017;Robinson, 2009).…”

“…In practical terms, collaborative video-supported authoring has sometimes been coupled with other ICT tools as Wikis, Padlets and others (for example, Berg, 2016;Schmitt & Eilderts, 2018), including interactive videos (for example, Cattaneo et al, 2019a).…”