About this paper

Appears in:
Page: 5867 (abstract only)
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

TASK DESIGN IN TELECOLLABORATION

L. Gijsen

Fontys University of Applied Sciences Tilburg (NETHERLANDS)
The rapid development of information and communication technology is having a profound impact on language education and interaction is one of the key elements in learning and acquiring a second language. Over the last decade research in the field of second language education is focussing on learning and teaching with technology and research in telecollaboration has shown how online intercultural exchange and collaboration can contribute to the development of language related skills en deeper learning competences.

In this telecollaboration project 40 students of Boğaziçi University Istanbul (Turkey) and Fontys University of Applied Sciences Tilburg (the Netherlands) worked together in pairs in an interactive environment to co-create a wiki. The participants were C2 learners of English (CEFR level) and did not know each other before joining the project.

This paper uses design research as a qualitative research methodology for studying the effects of task design in telecollaboration on the learning outcomes of language learners in a university setting . The task-based language learning (TBLL) approach is used as the overall didactic principle and the main research focusses on the question in what way(s) the TBLL approach in task design in telecollaboration in language education can contribute to deeper learning. Furthermore the role of the new peer and its influence on the collaboration are taken into consideration. Finally recommendations on how teacher-trainers should design and implement their tasks for their telecollaborative exchanges will be made.

Preliminary results show that those students who classified their partners as their peers, in terms of level of English and academic writing and thinking, and were thus able to carry out the tasks, have provided indications for the development of deeper learning competences. These competences involve the ability to work collaboratively, communicate effectively, incorporate feedback and critical thinking.
@InProceedings{GIJSEN2014TAS,
author = {Gijsen, L.},
title = {TASK DESIGN IN TELECOLLABORATION},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {5867}}
TY - CONF
AU - L. Gijsen
TI - TASK DESIGN IN TELECOLLABORATION
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 5867
EP - 5867
ER -
L. Gijsen (2014) TASK DESIGN IN TELECOLLABORATION, EDULEARN14 Proceedings, p. 5867.
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