Reducing Distance through Online International Collaboration

Autor/inn/en	Schreiber, Brooke R.; Jansz, Mihiri
Titel	Reducing Distance through Online International Collaboration
Quelle	In: ELT Journal, 74 (2020) 1, S.63-72 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schreiber, Brooke R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccz045
Schlagwörter	International Cooperation; Feedback (Response); Teacher Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Masters Programs; Online Courses; Teaching Methods; Program Descriptions; Distance Education; Inservice Teacher Education; Asynchronous Communication; Peer Groups; Language Variation; Computer Mediated Communication; Educational Benefits; Group Discussion; Educational Cooperation; Foreign Countries; Sri Lanka; New York (New York) + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Lehrerfortbildung; Gleichaltrigengruppe; Peer Group; Sprachenvielfalt; Computerkonferenz; Bildungsertrag; Gruppendiskussion; Education; cooperation; Kooperation; Ausland; Ceylon
Abstract	Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01