Table 5 Telecollaborative insights of studies
From: The role of telecollaboration in English language teacher education: a systematic review
Telecollaborative competence | Organizational competence | A good working relationship |
Designing the structure of the exchange | ||
Value of compromise | ||
Pedagogical competence | Task identification | |
Applying the knowledge of culture and language | ||
Learner support | ||
Learner supervision | ||
Digital competence | Knowledge of Web 2.0 tools | |
Tool selection | ||
Attitudes and beliefs | Openness | |
Willingness | ||
Interest in learning | ||
Telecollaborators’ role | Co-designer | Planning the process |
Facilitator and mediator | Fostering supportive environment | |
Addressing challenges | ||
Assessor | Evaluating the process | |
Providing feedback | ||
Task Design | Pedagogical mentoring | Discussion questions |
Encouraging peer feedback | ||
Allocating sufficient time | ||
Negotiation | Personal negotiation | |
Interactive negotiation | ||
Procedural negotiation | ||
Technological tool selection | Synchronous tools | |
Asynchronous tools | ||
Challenges | Different time zones | Time difference |
Different degrees of engagement | Lack of engagement | |
Technical difficulties | Connectivity problems | |
Software and platform glitches |