CALL for Widening Participation: Short Papers From EUROCALL 2020 2020
DOI: 10.14705/rpnet.2020.48.1198
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The trouble with telecollaboration in BMELTET

Abstract: This study reports on the 2019-2020 October-February cycle of the project, Blending Massive Open Online Courses in English Teacher Education with Telecollaboration (BMELTET). The project blends the MOOC Understanding Language (Futurelearn) with telecollaboration – or Collaborative Online International Learning (COIL) or Virtual Exchange (VE). It involves students enrolled on teacher education… Show more

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Cited by 6 publications
(3 citation statements)
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“…Thesingularityofthisexperienceliesintheintegrationofan'offtheshelf'MOOCwhichguides theflippedpedagogicalnatureofthestudents'andteachers'interactionsintheirco-construction of pre-service teachers' (PST) teaching knowledge, as demonstrated in previous accounts of the project (Orsini-Jones & Cerveró-Carrascosa, 2019;Orsini-Jones et al, 2020;Orsini-Jones et al, 2021).Thelearningenvironmentandorganisationoftasksandactivitieshaveevolvedovertheyears from an asynchronous Moodle-based platform to support the interaction to synchronous, Zoombasedexchanges(https://zoom.us).TheintegrationofPadlet(https://en-gb.padlet.com)withZoom supported the participants' reflections 'in' ('while doing collaborative tasks), 'on' (after having carriedoutcollaborativetasks)and'for'action(lessonslearntandreflectionsforfutureteaching practice) (Orsini-Jonesetal.,2021).TheinclusionofaMOOCplayedacentralroleforinforming andguidingstudents'discussionsinflippedmode.ItalsohelpedPSTswiththeirtrainingbecause thetopicstobecoveredandthecompetencestobeacquiredintheMOOCwerealignedwiththeir universitycurriculafortheFUstudents (UniversitatdeValència,2011).Theknowledge-sharingon teachereducationtopicswasenhancedbythefactthatsomeparticipantsfromCU,aswellasmany participantsontheMOOCsused,wereorhadbeenin-serviceteachersalready.…”
Section: Introductionmentioning
confidence: 87%
“…Thesingularityofthisexperienceliesintheintegrationofan'offtheshelf'MOOCwhichguides theflippedpedagogicalnatureofthestudents'andteachers'interactionsintheirco-construction of pre-service teachers' (PST) teaching knowledge, as demonstrated in previous accounts of the project (Orsini-Jones & Cerveró-Carrascosa, 2019;Orsini-Jones et al, 2020;Orsini-Jones et al, 2021).Thelearningenvironmentandorganisationoftasksandactivitieshaveevolvedovertheyears from an asynchronous Moodle-based platform to support the interaction to synchronous, Zoombasedexchanges(https://zoom.us).TheintegrationofPadlet(https://en-gb.padlet.com)withZoom supported the participants' reflections 'in' ('while doing collaborative tasks), 'on' (after having carriedoutcollaborativetasks)and'for'action(lessonslearntandreflectionsforfutureteaching practice) (Orsini-Jonesetal.,2021).TheinclusionofaMOOCplayedacentralroleforinforming andguidingstudents'discussionsinflippedmode.ItalsohelpedPSTswiththeirtrainingbecause thetopicstobecoveredandthecompetencestobeacquiredintheMOOCwerealignedwiththeir universitycurriculafortheFUstudents (UniversitatdeValència,2011).Theknowledge-sharingon teachereducationtopicswasenhancedbythefactthatsomeparticipantsfromCU,aswellasmany participantsontheMOOCsused,wereorhadbeenin-serviceteachersalready.…”
Section: Introductionmentioning
confidence: 87%
“…The vast majority of studies included a combination of synchronous and asynchronous means of communication, with emphasis given to student-led synchronous meetings as more motivating and immersive for STs. In a few VEs, teacher educators opted for a predominantly asynchronous mode of communication (Orsini-Jones et al, 2020;Üzüm et al, 2020;. Despite teacher educators planning for the technology to be used, some studies indicated that STs often chose their own way of communication with each other, which helped to overcome communication difficulties and implied that teacher educators had to show flexibility (e.g., Symeonidis & Impedovo, 2023).…”
Section: Planning and Implementation Of Virtual Exchange In Teacher E...mentioning
confidence: 99%
“…For the purpose of this study, virtual exchange is not just seen as a practice, but as a novel approach to English language teacher education and Continuous Professional Development for English language teachers (Dooly & Vinagre, 2021;O'Dowd & Dooly, 2022). Virtual exchange can however challenge the expectations of students enrolled in Higher Education courses (Wimpenny et al, 2022) and take them out of their comfort zone (Orsini-Jones et al, 2020b). The students participating in BMELTEVEP and in its previous related actionresearch cycles (e.g.…”
Section: Introductionmentioning
confidence: 99%