Students’ intercultural sensitivity development through telecollaborative
                        Chinese language learning on Zoom: a case study of Irish students at the
                        beginning-level of Chinese language

Wang, Mengdi; Devitt, Ann; Hodgins, Garreth; Bauer, Ciarán

doi:10.14705/rpnet.2021.54.1346

Cited by 2 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More recently, during the COVID‐19 school closures, digital technologies were essential in maintaining connectedness and Engagement with learners in online schooling (Bray et al, 2021). Even in a face‐to‐face setting, collaborative technologies can be used constructively to support learning (Nussbaum et al, 2009; Wang et al, 2021). It is important to note, however, that the use of social media in an educational setting with adolescents is complex.…”

Section: Discussionmentioning

confidence: 99%

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

Bray

Devitt

Banks

et al. 2023

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.

show abstract

Section: Discussionmentioning

confidence: 99%

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

Bray

Devitt

Banks

et al. 2023

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

show abstract

A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook

Lan,

2023

Chinese as a Second Language Research

View full text Add to dashboard Cite

With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.

show abstract

Students’ intercultural sensitivity development through telecollaborative Chinese language learning on Zoom: a case study of Irish students at the beginning-level of Chinese language

Cited by 2 publications

References 7 publications

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook

Contact Info

Product

Resources

About