Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930482
Y. Lee
The outbreak of COVID-19 happened suddenly. Consequently, educators were forced to provide online teaching during the 2020 school year. In Korea, from the elementary school to the graduate school level, the educational system became virtual at the beginning of March (S. Korea to begin new school year, 2020). During February 2020, the Korean educational body announced an emergency for the spring semester, and it later decided to go fully online for three months (S. Korea to begin new school year, 2020). According to Kim (2020), approximately 5.4 million primary and secondary students in Korea and 3 million college students were forced to attend school through online systems in 2020. This caused several issues. First, teachers were not prepared to film themselves or change face-to-face class presentations into online videos (Ock, 2020a). Web applications, such as Zoom or Google Meet, provided teachers with an alternative way to communicate with their students simultaneously. However, this did not solve the issues that many teachers faced. Teachers had to learn how to use computers, web applications, communicative apps, and digital devices to interact with their students during the pandemic. Students had to learn how to access the online materials, use digital devices, and secure strong internet connections (Lee & Kim, 2020; Ock, 2020b). Moreover, attending school online prohibited college freshmen and first graders from making new friends or getting accustomed to the educational system. These challenges have widened the educational gap between the students that had previously learned in a traditional classroom and those that had to learn online during the pandemic. Thus, the educational body of Korea and students face the issue of “catching up” with academic achievements (Shin, 2021; Yoon, 2020). Development of computer technology has provided teachers and students with the skills and devices they need to work online (Atkins, 2018). In Korea, the current trend in education focuses heavily on social networking services,
2019冠状病毒病的爆发很突然。因此，教育工作者被迫在2020学年提供在线教学。在韩国，从小学到研究生阶段，教育系统在3月初实现了虚拟化(韩国将于2020年开始新学年)。2020年2月，韩国教育机构宣布春季学期进入紧急状态，后来决定全面上网三个月(韩国将在2020年新学年开始)。据Kim(2020)称，到2020年，韩国约有540万名中小学生和300万名大学生被迫通过在线系统上学。这导致了几个问题。首先，教师没有准备好拍摄自己或将面对面的课堂演示转换为在线视频(Ock, 2020a)。Web应用程序，如Zoom或Google Meet，为教师提供了另一种与学生同时交流的方式。然而，这并没有解决许多教师面临的问题。在疫情期间，教师必须学习如何使用计算机、网络应用程序、通信应用程序和数字设备与学生互动。学生必须学习如何访问在线材料，使用数字设备，并确保强大的互联网连接(Lee & Kim, 2020;下,2020 b)。此外，在线上学也阻碍了大学新生和一年级学生结交新朋友或适应教育体系。这些挑战扩大了以前在传统教室学习的学生与在大流行期间必须在线学习的学生之间的教育差距。因此，韩国的教育机构和学生面临着学业成绩“追赶”的问题(Shin, 2021;尹,2020)。计算机技术的发展为教师和学生提供了在线工作所需的技能和设备(Atkins, 2018)。在韩国，目前的教育趋势主要集中在社交网络服务上，
{"title":"Teachers and students’ perceptions of Korea’s emergency online learning during the COVID-19 pandemic","authors":"Y. Lee","doi":"10.1080/09523987.2021.1930482","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930482","url":null,"abstract":"The outbreak of COVID-19 happened suddenly. Consequently, educators were forced to provide online teaching during the 2020 school year. In Korea, from the elementary school to the graduate school level, the educational system became virtual at the beginning of March (S. Korea to begin new school year, 2020). During February 2020, the Korean educational body announced an emergency for the spring semester, and it later decided to go fully online for three months (S. Korea to begin new school year, 2020). According to Kim (2020), approximately 5.4 million primary and secondary students in Korea and 3 million college students were forced to attend school through online systems in 2020. This caused several issues. First, teachers were not prepared to film themselves or change face-to-face class presentations into online videos (Ock, 2020a). Web applications, such as Zoom or Google Meet, provided teachers with an alternative way to communicate with their students simultaneously. However, this did not solve the issues that many teachers faced. Teachers had to learn how to use computers, web applications, communicative apps, and digital devices to interact with their students during the pandemic. Students had to learn how to access the online materials, use digital devices, and secure strong internet connections (Lee & Kim, 2020; Ock, 2020b). Moreover, attending school online prohibited college freshmen and first graders from making new friends or getting accustomed to the educational system. These challenges have widened the educational gap between the students that had previously learned in a traditional classroom and those that had to learn online during the pandemic. Thus, the educational body of Korea and students face the issue of “catching up” with academic achievements (Shin, 2021; Yoon, 2020). Development of computer technology has provided teachers and students with the skills and devices they need to work online (Atkins, 2018). In Korea, the current trend in education focuses heavily on social networking services,","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"101 1","pages":"209 - 214"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75474736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930483
S. Ana Marcela Montenegro
ABSTRACT This article collected information that describes Costa Rican educational scenario during the closing of schools due to COVID-19 pandemic. It is described the strategies the Ministry of Public Education embraced to have students engaged in the learning process, and how teachers and parents were coping to provide a meaningful and quality education to the students despite the lack of resources and infrastructure. The strategy MEP implemented was “Learning at Home,” which encompassed television and radio teaching, Microsoft Teams learning online platform, social media apps such as WhatsApp, digital resources, and autonomous didactic guides. Nonetheless, lack of the appropriate infrastructure, digital resources and digital skills hindered the continuation of the learning process for several pupils, exacerbating the existing social disparities that broadens the digital divide and educational gap.
{"title":"Costa Rica’s educational scenario in times of COVID-19 pandemic","authors":"S. Ana Marcela Montenegro","doi":"10.1080/09523987.2021.1930483","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930483","url":null,"abstract":"ABSTRACT This article collected information that describes Costa Rican educational scenario during the closing of schools due to COVID-19 pandemic. It is described the strategies the Ministry of Public Education embraced to have students engaged in the learning process, and how teachers and parents were coping to provide a meaningful and quality education to the students despite the lack of resources and infrastructure. The strategy MEP implemented was “Learning at Home,” which encompassed television and radio teaching, Microsoft Teams learning online platform, social media apps such as WhatsApp, digital resources, and autonomous didactic guides. Nonetheless, lack of the appropriate infrastructure, digital resources and digital skills hindered the continuation of the learning process for several pupils, exacerbating the existing social disparities that broadens the digital divide and educational gap.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"2015 1","pages":"202 - 208"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87207307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930486
D. Price, Jamey Peersman, Savannah Matherne
ABSTRACT This article explores the oral histories of five parents from the United States and Europe who found themselves teaching their children at home, last spring, when school buildings closed in response to the COVID −19 pandemic. Their stories resulted from interviews conducted via Zoom. This article examines data exclusively shared through an interview process. In addition to the oral histories, thematic analysis was conducted in order to facilitate the communication of themes to education policy holders and administration. Of particular importance were the influences of virtual learning and technology, both hardware and software. Themes based on issues of communication, support, learning environments and curriculum give insight into how schools and communities might respond differently to future events where school buildings are closed, but school remains in session.
{"title":"It’s Not Homeschool, It’s School at Home: Parents’ Experiences as Teachers during the COVID-19 Pandemic","authors":"D. Price, Jamey Peersman, Savannah Matherne","doi":"10.1080/09523987.2021.1930486","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930486","url":null,"abstract":"ABSTRACT This article explores the oral histories of five parents from the United States and Europe who found themselves teaching their children at home, last spring, when school buildings closed in response to the COVID −19 pandemic. Their stories resulted from interviews conducted via Zoom. This article examines data exclusively shared through an interview process. In addition to the oral histories, thematic analysis was conducted in order to facilitate the communication of themes to education policy holders and administration. Of particular importance were the influences of virtual learning and technology, both hardware and software. Themes based on issues of communication, support, learning environments and curriculum give insight into how schools and communities might respond differently to future events where school buildings are closed, but school remains in session.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"63 1","pages":"102 - 123"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80082125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930480
Hannah R. Gerber, Peter Leong
As COVID-19 swept the globe in early 2020, schools around the world began to close down all face-to-face teaching and learning activities and operations. Globally, there have been over 162 country-...
{"title":"Education in times of crises: the dilemmas of digital teaching and learning in primary and secondary schools during the COVID-19 pandemic","authors":"Hannah R. Gerber, Peter Leong","doi":"10.1080/09523987.2021.1930480","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930480","url":null,"abstract":"As COVID-19 swept the globe in early 2020, schools around the world began to close down all face-to-face teaching and learning activities and operations. Globally, there have been over 162 country-...","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"9 1","pages":"99 - 101"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82169327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/09523987.2021.1908500
Florence Martin, Tuba Gezer, Jimmeka Anderson, Drew Polly, Weichao Wang
ABSTRACT Children are exposed to digital devices at an early age. This study examines parents’ perception of student digital safety on technology use, time spent, parent concerns and knowledge on various digital safety topics. Through a survey-based study, we analyzed data collected from 113 parents. Parents mentioned that their kids use Internet via tablets and laptops primarily to watch videos, play games, and for schoolwork. Parents were knowledgeable about apps and gaps their children used for education and entertainment. Regarding time limits and restricting access, 40% of parents let their kids online for 1–2 hours in a day and 47% of parents set time limits. Parents are concerned all the time about their child’s digital safety with the biggest concern being their kids being exposed to sexual content and them talking to strangers. Parents perceive themselves to be knowledgeable on most of the digital safety topics discussed in this study. Parents recommend to ensure age restrictions and identity verification when using various websites and games. This study has implications for parents of elementary school children.
{"title":"Examining Parents Perception on Elementary School Children Digital Safety","authors":"Florence Martin, Tuba Gezer, Jimmeka Anderson, Drew Polly, Weichao Wang","doi":"10.1080/09523987.2021.1908500","DOIUrl":"https://doi.org/10.1080/09523987.2021.1908500","url":null,"abstract":"ABSTRACT Children are exposed to digital devices at an early age. This study examines parents’ perception of student digital safety on technology use, time spent, parent concerns and knowledge on various digital safety topics. Through a survey-based study, we analyzed data collected from 113 parents. Parents mentioned that their kids use Internet via tablets and laptops primarily to watch videos, play games, and for schoolwork. Parents were knowledgeable about apps and gaps their children used for education and entertainment. Regarding time limits and restricting access, 40% of parents let their kids online for 1–2 hours in a day and 47% of parents set time limits. Parents are concerned all the time about their child’s digital safety with the biggest concern being their kids being exposed to sexual content and them talking to strangers. Parents perceive themselves to be knowledgeable on most of the digital safety topics discussed in this study. Parents recommend to ensure age restrictions and identity verification when using various websites and games. This study has implications for parents of elementary school children.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"45 1","pages":"60 - 77"},"PeriodicalIF":1.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75912963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/09523987.2021.1908501
İrem ERDEM-AYDIN
ABSTRACT Sudden transition to emergency remote teaching (ERT) caused a chaotic situation for not only those institutions with no or insufficient prior experience but also experienced ones all around the world. Experts expressed their concerns about inappropriateness of assessing remote teaching during especially the first stages of the global pandemic and urged to conduct scientific studies to develop a better insight about what was happening. This qualitative study intended to develop an understanding about the instructors’ perspectives towards the ERT. However, apart from similar early studies, it also proposed to test the employment of the socio-ecological model (SEM) as a theoretical or conceptual base for describing those perspectives. The results have shown that the SEM might be an effective framework to describe the perspectives of the different stakeholders on the ERT. Also, the study has shown that the instructors did see the ERT as a temporary situation that will be over soon, and they will go back to face-to-face classrooms, same as described in the definition of ERT.
{"title":"Investigation of higher education instructors’ perspectives towards emergency remote teaching","authors":"İrem ERDEM-AYDIN","doi":"10.1080/09523987.2021.1908501","DOIUrl":"https://doi.org/10.1080/09523987.2021.1908501","url":null,"abstract":"ABSTRACT Sudden transition to emergency remote teaching (ERT) caused a chaotic situation for not only those institutions with no or insufficient prior experience but also experienced ones all around the world. Experts expressed their concerns about inappropriateness of assessing remote teaching during especially the first stages of the global pandemic and urged to conduct scientific studies to develop a better insight about what was happening. This qualitative study intended to develop an understanding about the instructors’ perspectives towards the ERT. However, apart from similar early studies, it also proposed to test the employment of the socio-ecological model (SEM) as a theoretical or conceptual base for describing those perspectives. The results have shown that the SEM might be an effective framework to describe the perspectives of the different stakeholders on the ERT. Also, the study has shown that the instructors did see the ERT as a temporary situation that will be over soon, and they will go back to face-to-face classrooms, same as described in the definition of ERT.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"31 1","pages":"78 - 98"},"PeriodicalIF":1.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78711031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/09523987.2021.1908498
L. Tay, Thaslim Begum Aiyoob, T. Chua, Kalaivani Ramachandran, M. Chia
ABSTRACT The proliferation of information and communication technology (ICT) has changed the way we live and this also has implications on how it is used for learning and entertainment. However, technology and digital media are more often seen as gateways to entertainment and the attraction is a very strong one. This is true for adults and children including pre-schoolers. This online survey research investigated parents’ attitudes and concerns towards their pre-schoolers’ use of technology and digital media in Singapore. More specifically, this survey research explored parents’ attitudes towards the ‘what’ and ‘why’ questions of pre-schoolers’ use of technology and digital media at home; what technological devices were more commonly used, what digital media activities were pre-schoolers mostly engaged in (i.e., learning or entertainment) and why technology and digital media were used. Parents were also surveyed if they were concerned about some perceived effects of their pre-schooler’s digital media use. Although parents rated and ranked improving their pre-schoolers’ skills and knowledge as the highest in terms of importance of digital media use, the findings of the survey reflected that the amount of time their pre-schoolers use technology and digital media for entertainment is significantly more than that for learning.
{"title":"Pre-schoolers’ use of technology and digital media in Singapore: entertainment indulgence and/or learning engagement?","authors":"L. Tay, Thaslim Begum Aiyoob, T. Chua, Kalaivani Ramachandran, M. Chia","doi":"10.1080/09523987.2021.1908498","DOIUrl":"https://doi.org/10.1080/09523987.2021.1908498","url":null,"abstract":"ABSTRACT The proliferation of information and communication technology (ICT) has changed the way we live and this also has implications on how it is used for learning and entertainment. However, technology and digital media are more often seen as gateways to entertainment and the attraction is a very strong one. This is true for adults and children including pre-schoolers. This online survey research investigated parents’ attitudes and concerns towards their pre-schoolers’ use of technology and digital media in Singapore. More specifically, this survey research explored parents’ attitudes towards the ‘what’ and ‘why’ questions of pre-schoolers’ use of technology and digital media at home; what technological devices were more commonly used, what digital media activities were pre-schoolers mostly engaged in (i.e., learning or entertainment) and why technology and digital media were used. Parents were also surveyed if they were concerned about some perceived effects of their pre-schooler’s digital media use. Although parents rated and ranked improving their pre-schoolers’ skills and knowledge as the highest in terms of importance of digital media use, the findings of the survey reflected that the amount of time their pre-schoolers use technology and digital media for entertainment is significantly more than that for learning.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"38 1","pages":"1 - 20"},"PeriodicalIF":1.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89693656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/09523987.2021.1908499
Carolina Beniamina Rutta, G. Schiavo, M. Zancanaro, Elisa Rubegni
ABSTRACT This work explores how comic-based digital storytelling can support children and teachers in combining foreign language and content teaching in the Content and Language Integrated Learning (CLIL) framework. In particular, we focus on investigating three specific aspects: (1) the use of digital storytelling in terms of collaboration, engagement and ease of use, (2) the adoption of comic-based digital storytelling in the CLIL framework, and (3) the benefits and limitations in using digital storytelling in comparison to a paper-based version. In order to investigate these aspects, we develop a case study in a primary school in Italy. A class of 18 children and 2 teachers used a digital tool, named ComicsCLIL, with the aim of creating digital narratives in the CLIL framework. The results provide some evidences that comicbased digital storytelling can be a beneficial educational tool for approaching CLIL lessons. It emerged, in fact, that digital storytelling, as supported by ComicsCLIL, can facilitate this practice by being engaging, easy to use, fully educational while considering the collaborative aspect.
{"title":"Comic-based Digital Storytelling for Content and Language Integrated Learning","authors":"Carolina Beniamina Rutta, G. Schiavo, M. Zancanaro, Elisa Rubegni","doi":"10.1080/09523987.2021.1908499","DOIUrl":"https://doi.org/10.1080/09523987.2021.1908499","url":null,"abstract":"ABSTRACT This work explores how comic-based digital storytelling can support children and teachers in combining foreign language and content teaching in the Content and Language Integrated Learning (CLIL) framework. In particular, we focus on investigating three specific aspects: (1) the use of digital storytelling in terms of collaboration, engagement and ease of use, (2) the adoption of comic-based digital storytelling in the CLIL framework, and (3) the benefits and limitations in using digital storytelling in comparison to a paper-based version. In order to investigate these aspects, we develop a case study in a primary school in Italy. A class of 18 children and 2 teachers used a digital tool, named ComicsCLIL, with the aim of creating digital narratives in the CLIL framework. The results provide some evidences that comicbased digital storytelling can be a beneficial educational tool for approaching CLIL lessons. It emerged, in fact, that digital storytelling, as supported by ComicsCLIL, can facilitate this practice by being engaging, easy to use, fully educational while considering the collaborative aspect.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"228 1","pages":"21 - 36"},"PeriodicalIF":1.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74602482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/09523987.2021.1908497
A. Parmaxi, A. Athanasiou, Alan Α Demetriou
ABSTRACT Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided.
{"title":"Introducing a student-led application of Google Expeditions: an exploratory study","authors":"A. Parmaxi, A. Athanasiou, Alan Α Demetriou","doi":"10.1080/09523987.2021.1908497","DOIUrl":"https://doi.org/10.1080/09523987.2021.1908497","url":null,"abstract":"ABSTRACT Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"34 1","pages":"37 - 59"},"PeriodicalIF":1.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75497856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/09523987.2020.1848511
Mariolina Pais Marden, J. Herrington
ABSTRACT This paper describes a research study that investigated foreign language students’ collaborative practice in a blended, authentic learning environment. A group of intermediate and advanced level students of Italian at an Australian university interacted and collaborated with each other and with a group of native speaker mentors through a web-based learning management system and in face-to-face mode. As part of the project, students were required to complete two authentic tasks designed according to an authentic learning framework. In order to complete these tasks, students assigned themselves into small collaborative groups and negotiated their roles and responsibilities with little or no intervention from the class teacher apart from the requirement that communication took place in the target language. This paper describes the different phases of the collaborative process and the strategies employed by learners to overcome some of the challenges and problems encountered. The paper concludes with a series of recommendations for language educators seeking to support student collaboration and foreign language development in a blended language learning environment.
{"title":"Collaborative foreign language learning practices and design principles for supporting effective collaboration in a blended learning environment","authors":"Mariolina Pais Marden, J. Herrington","doi":"10.1080/09523987.2020.1848511","DOIUrl":"https://doi.org/10.1080/09523987.2020.1848511","url":null,"abstract":"ABSTRACT This paper describes a research study that investigated foreign language students’ collaborative practice in a blended, authentic learning environment. A group of intermediate and advanced level students of Italian at an Australian university interacted and collaborated with each other and with a group of native speaker mentors through a web-based learning management system and in face-to-face mode. As part of the project, students were required to complete two authentic tasks designed according to an authentic learning framework. In order to complete these tasks, students assigned themselves into small collaborative groups and negotiated their roles and responsibilities with little or no intervention from the class teacher apart from the requirement that communication took place in the target language. This paper describes the different phases of the collaborative process and the strategies employed by learners to overcome some of the challenges and problems encountered. The paper concludes with a series of recommendations for language educators seeking to support student collaboration and foreign language development in a blended language learning environment.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":"1 1","pages":"299 - 315"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90291989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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