Twelve years of telecollaboration: what we have learnt

Sadler, Randall; Dooly, Melinda

doi:10.1093/elt/ccw041

Cited by 57 publications

(44 citation statements)

References 7 publications

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“…For pre-implementation setup, we have considered the work of Guth & Rubin (2015), who suggest that collaborating teachers, in a first moment, should share details of the academic culture in their institutions (such as the number of hours per week, grading scheme, expectations in relation to class attendance, participation in class, in-class and out-of-class amount of work) and advise teachers to align objectives and avoid overloading students in order to give them enough time to engage in communication with their peers. In a reflection about the evolution of their telecollaborative project over twelve years, Sadler & Dooly (2016) also highlight that, despite of the physical distance, it is essential that teachers work closely during collaboration and fully share "the planning of the calendar, activities, interaction, output, assessment, and implementation…thereby giving the students two referents in each class (a local and an international teacher)" (p. 412).…”

Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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Despite its demonstrated potential to enhance students' Intercultural Competence and other 21st century skills, telecollaboration still fails to be fully integrated into university courses. Literature shows that there is a need for developing sustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequence to facilitate the integration of telecollaboration into university courses for the development of Intercultural Competence. Based on the typology of tasks from O'Dowd & Ware (2009) and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMIC model and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelines on implementation, on the selection of technology and on the integration of tasks to the syllabi and (4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference for further adaptations to diverse contexts. It is currently being piloted in two telecollaborative projects and the results are expected to contribute to future improvements.

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Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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“…These involve synchronous and asynchronous multimedia exchanges through the use of online communication tools among students from at least two different physically and geographically dispersed classes (Belz, ; Kinginger, ), set up in an institutional context “with the aim of developing both language skills and intercultural communicative competence […] through structured tasks” (Guth & Helm, , p. 14). In these exchanges, students collaborate while co‐producing mutual objectives and sharing learning (Sadler & Dooly, ).…”

Section: Online Intercultural Exchanges: Goals and Scopementioning

confidence: 99%

“…through structured tasks" (Guth & Helm, 2010, p. 14). In these exchanges, students collaborate while co-producing mutual objectives and sharing learning (Sadler & Dooly, 2016).…”

Section: What This Paper Addsmentioning

confidence: 99%

L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students’ perspective

Sevilla-Pavón¹

2018

Brit J Educational Tech

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The myriad of possibilities brought about by the advent of Web 2.0 in terms of communication and interaction have revolutionised educational practices over the past few years. One of the most promising educational approaches resulting from this revolution is online intercultural exchange or telecollaboration, which has been reported to contribute towards the development of 21st century competences. Many of the benefits of online intercultural exchange have been extensively explored in the literature and numerous studies have been carried out. However, very few studies have looked into the differences between an L1 or mother tongue exchange and an L2 or lingua franca exchange as far as the development of 21st century competences is concerned. This paper aims at filling this gap by exploring and comparing the results of two configurations of Online Intercultural Exchange carried out over a period of 4 months with 125 participants. The results indicate that the L1 exchange was perceived as more beneficial than the L2 exchange for most of the competences studied (linguistic and communicative competences, Language for Specific Purposes learning, learner autonomy and teamwork). Meanwhile, the L2 exchange was considered as more beneficial for the development of intercultural competence. Furthermore, no significant differences were observed regarding digital literacy.

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“…In [25], collaborative work was described as conducive to group autonomy, in particular self-regulative activities. Others have found a positive effect technology-enhanced learning environments have on learner autonomy and self-regulation [18], [24], [27]. It might seem that telecollaboration have not had the same positive effect on Mariaś SRL and perception of the course usefulness.…”

Section: B Performancementioning

confidence: 95%

“…The course has been implemented every academic year since 2003 [27]. It is highly intense and requires a lot of independent work from the course students (future primary school teachers).…”

Section: A the Context Of The Studymentioning

confidence: 99%

How Well do They Self-regulate? A Case Study of Two Undergraduate Students’ Self-regulated Learning in a Telecollaborative Flipped Classroom

Marjanovic¹

2018

IJIET

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Abstract-This paper presents case studies of two undergraduate learners studying to become primary school teachers. The qualitative analysis focused on their self-regulated learning (SRL) in a highly demanding technology-enhanced university course employing an instruction model that combines flipped classroom and telecollaboration. The study aimed to identify problems they face in each of the three phases of Zimmermanś model of self-regulated learning: forethought, performance and self-reflection. The data was collected using an online questionnaire, self-made screen recordings of students´ work on tasks, snapshots of their use of Trello for work organization and recordings of online Skype meetings. Several problems were found in all the three phases of students´ SRL. The paper presents these problems and discusses possible causes and solutions that can help improve the course that is the context of this study as well as similar technology-enhanced courses.

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Twelve years of telecollaboration: what we have learnt

Cited by 57 publications

References 7 publications

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students’ perspective

How Well do They Self-regulate? A Case Study of Two Undergraduate Students’ Self-regulated Learning in a Telecollaborative Flipped Classroom

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