Online collaborative learning on an ESL teacher education programme

Cullen, Richard; Kullman, J.; Wild, Carol

doi:10.1093/elt/cct032

Cited by 26 publications

(23 citation statements)

References 3 publications

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“…The connectedness of participants, their affective and effective responses to one another, and their interactions through sharing their ideas enhanced a social presence (Jones and Ryan 2014). Moreover, the creation of supportive learning environments and learning communities characterised by high levels of social presence were the result of strong collaboration, interactivity, mutual respect and interdependence (Cullen, Kullman, and Wild 2013), as well as shared values (Holmes 2013) and trusting human relationships (Li 2011). These spaces provided emotional support, helped alleviate feelings of isolation (Baker and Watson 2014;DeWert, Babinski, and Jones 2003) and increased confidence and enthusiasm for work (DeWert, Babinski, and Jones 2003).…”

Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

“…Effective practice relating to the use of pedagogical tools and technologies (e.g., gamification, animated clips, videos, wiki tools, podcasts, voice boards, virtual worlds, e-book readers, e-folio, MOOC) showed the need to use technologies that are appropriate for the task (Biasutti and EL-Deghaidy 2014;Cullen, Kullman, and Wild 2013). Moreover, the literature highlighted the need to not only mastering the tools, but to understand their pedagogical possibilities to suit their own teaching purposes (Comas-Quinn 2011; Cullen, Kullman, and Wild 2013).…”

Section: The Teaching Presencementioning

confidence: 99%

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COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

754

442

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The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

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Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

Section: The Teaching Presencementioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

754

442

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“…While Web 1.0 presented the knowledge as an extension of the traditional one way interaction, from content provider to user, Web 2.0 enabled a mutual interact with host and users. Web 2.0 is described as web-based applications and services that provide users interactive information together with visual, textual and audible communication (Akcay & Arslan, 2010;Baird & Fisher, 2005;Chan & Cmor, 2009;Cullen, Kullman, & Wild, 2013;George & Dellasega, 2011).…”

Section: Web As An Interactive Toolmentioning

confidence: 99%

Vocabulary Learning on Learner-Created Content by Using Web 2.0 Tools

Eren

2015

CONTEMP EDUC TECHNOL

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The present research examined the use of Web 2.0 tools to improve students' vocabulary knowledge at the School of Foreign Languages, Gaziantep University. Current studies in literature mostly deal with descriptions of students' attitudes towards the reasons for the use of web-based platforms. However, integrating usual classroom environment with Web 2.0 tools for specific sub-skills has not been examined much. It is aimed to contribute by investigating the feasibility of those tools as a supplement for vocabulary learning. This is an experimental research supported with semi-structured interviews and field notes. A pre-test and a post-test were administered to an experimental and a control group, and results were analyzed with the independent samples t-test. Following the post-test, semistructured interviews were conducted with 18 students in the experimental group. The analyses of the test results demonstrated that both groups had gains but the mean of the experimental group was higher, and this difference was statistically significant. Findings suggest that almost all students have positive attitudes towards the educational use of Web 2.0 tools.

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“…The Community of Inquiry model has also been successfully implemented in online teacher training courses. In this respect, studies have highlighted the positive impact that social presence (Cullen et al, 2013;Komnimou, 2017;Jaber et al, 2018;Jackson and Jones, 2019;Theelen et al, 2020), cognitive presence (Jones and Ryan, 2014;Dooly and Sadler, 2020), and teaching presence (Biasutti and EL-Deghaidy, 2014;Evans et al, 2017) have on online learning.…”

Section: Designing Online Learning Environmentsmentioning

confidence: 99%