Telecollaboration

The Role of Pedagogical Mentoring in Virtual Exchange

“…First, as recommended by Ware (), prior to the exchange Type 1 mentoring can be used to introduce students to linguistic and interactional features and strategies (e.g., Rourke et al’s, , three subcategories of social presence) that are common to successful virtual exchanges and can facilitate social presence across different communication media. However, our research here (in line with Dooly, ) has demonstrated that, by and large, online intercultural communication cannot be pretaught per se. Rather, preteaching can only sensitize students to key features and strategies and raise awareness of their impact on the success of communication.…”

“…Virtual exchange has grown dramatically in popularity in recent years. Not only has it been used widely in foreign language education (Dooly, ; Lewis & O’Dowd, ), but it also has been employed widely across the humanities (Schultheis Moore & Simon, ) and in business education (Lindner, ). Various organisations have also emerged, offering universities the opportunity to engage their students in fully structured mentored exchange programmes around themes such as the refugee crisis (Sharing Perspectives, ) and Western–Arab dialogue (Soliya, ).…”

“…In recent years, virtual exchange has become an important part of online approaches to international education (De Wit, ; Lewis & O’Dowd, ). In foreign language education, telecollaborative models of exchange, principally informed by sociocultural and interactionist theories of language acquisition, have focussed on structuring interaction in order to facilitate negotiation of meaning with native speakers or to provide authentic experiences of intercultural communication with speakers of other languages (Dooly, ).…”

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

“…It was found that in a blended computer programming course, student satisfaction with the interactivity and usefulness of the online mode positively affected their SRL [19]. In other studies, a connection between telecollaboration and autonomy development was drawn on emphasizing that student interaction can be organized in a way that fosters autonomy [21], [22]. The benefits that technology-enhanced interactive environments have for developing autonomous learning including self-regulation are also discussed in [23].…”

“…[12], [17], [19]. Reference [22] suggests that if telecollaboration is set up appropriately it can lead to development of learner autonomy. In [20] a blended setting similar to the one analyzed in this study was investigated and the positive relationship between online learning environment interactivity and student SRL was confirmed.…”