2020
DOI: 10.1080/09588221.2020.1737546
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The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges

Abstract: Several studies on Virtual Exchange (VE) have highlighted positive learning experiences, increases in technological pedagogical and content skills (TPACK) and foreign language (FL) competence. However, most VE research to date use qualitative or descriptive case-studies of how VEs have been implemented, and what "might" have worked. In this large-scale quantitative two-study design, we explored how 622 pre-service teachers developed TPACK skills and (perceived) FL competence over time in 23 VEs across 34 insti… Show more

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Cited by 49 publications
(29 citation statements)
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References 44 publications
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“…As Broughan and Prinsloo ( 2020 ) explained: ‘In the social imaginary of LA, students are habitually seen as the producers of data and as data-objects, but not as equals’ (p. 619). With the acknowledgement that students can become ‘objectified’ by LA, as well as with the increasing number of studies showing that technology used to support learning does not fit all (Rets et al, 2020 ; Rienties et al, 2020 ), there is a clear need to move towards a more student-centred approach to LA.…”
Section: Introductionmentioning
confidence: 99%
“…As Broughan and Prinsloo ( 2020 ) explained: ‘In the social imaginary of LA, students are habitually seen as the producers of data and as data-objects, but not as equals’ (p. 619). With the acknowledgement that students can become ‘objectified’ by LA, as well as with the increasing number of studies showing that technology used to support learning does not fit all (Rets et al, 2020 ; Rienties et al, 2020 ), there is a clear need to move towards a more student-centred approach to LA.…”
Section: Introductionmentioning
confidence: 99%
“…Telecollaboration, defined as online intercultural communication and collaborative learning with a view to developing linguistic, social, intercultural, and digital competences, has become a dynamic subfield of CALL. Experimental practices in tandem or lingua franca constellations are mushrooming, and recent examples of exchange projects (Cultura, eTwinning, Telecollaboration 2.0), research projects (TeCoLa, Evaluate, Evolve), organizations (UniCollaboration), events (IVEC Conferences), articles (Çiftçi & Savaş, 2018;Godwin-Jones, 2019;Rienties, Lewis, O'Dowd, Rets, & Rogaten, 2020), networks (the Virtual Exchange Coalition), doctoral dissertations (Nicolaou, 2020), book chapters (Dooly, 2017;O'Dowd & Dooly, 2020), journals (Journal of Virtual Exchange), and books (Guth & Helm 2010;Dooly & O'Dowd 2018)just to mention a few examplesillustrate the vitality of this type of activity.…”
Section: Virtual Exchangesmentioning
confidence: 99%
“…A járvány 2020 tavaszi és őszi hullámai miatt elrendelt iskolai bezárások nemcsak azt tették lehetővé, hogy a pedagógusok új digitális lehetőségeket próbálhassanak ki, hanem jó tesztje volt annak is, mennyire felkészültek az oktatás résztvevői a digitális munkarendre történő átállásra (Peters et al, 2020). Annak ellenére, hogy számos egyetem évek óta kínál digitális és hibrid kurzusokat világszerte, a hirtelen átállás általában véve nagy nehézségeket okozott (Peters et al, 2020), hiszen számos kutatás igazolja, hogy a hatékony digitális oktatás sokkal komplexebb és szervezettebb annál, mint a hagyományos, tantermi pedagógia hirtelen digitális térbe ültetése (Hodges et al, 2020;Niess, 2011;Rienties et al, 2020). Ezért a Covid-19 miatti átállást szokás vészhelyzeti távoktatásnak (emergency remote teaching) nevezni (Hodges et al, 2020).…”
Section: Pázmány Péter Katolikus Egyetem Angol Nyelvpedagógiai éS Fordítástudományi Tanszék; Eötvös Loránd Tudományegyetem Nyelvpedagógiaunclassified