The DOI matches its Crossref record.
Developing teachers' telecollaborative competences in online experiential learning
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In the citing paper
“Out of the social affordances of online tools, collaboration was seen as a key feature (Theelen et al. 2020) and an effective approach to social presence included consistent participation, prompt communication, regular group discussion, timely and relevant contributions and commitment to the task (Vinagre 2017).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Vinagre 2017
In the citing paper
“regular discussions and high levels of support and cooperation among group members (Burgess and Mayes 2008;Vinagre 2017;Yeh 2010) were more likely to drive constructive environments and better performance,”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Vinagre 2017
In the citing paper
“The establishment of a social presence was also found when social interaction (process) was prioritised over the completion of the task (product) (Vinagre 2017).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Vinagre 2017
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 23
- Ala-Mutka, K., Redecker, C., Punie, Y., Ferrari, A., Cachia, R. & Centeno, C. (2010). The future of learning: European teachers’ visions. Report on a foresight consultation at the 2010 eTwinning Conference. JRC Technical Note 59775. Retrieved from http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679.
- Arnold, 2009, Assessing online collaboration among language teachers: A cross-institutional case study, Journal of Interactive Online Learning, 8, 121
- Belz, 2003, Linguistic perspectives on the development of intercultural competence in telecollaboration, Language Learning & Technology, 7, 68
- Curtis, 2001, Exploring collaborative online learning, JALN, 5, 21
- Del Moral, 2010, Formación del profesor 2.0: Desarrollo de competencias tecnológicas para la escuela 2.0, Revista Miscelánea de Investigación, 23, 59
- Dooly, 2009, New competencies in a new era? Examining the impact of a teacher training project, ReCALL, 21, 352, 10.1017/S0958344009990085 · DOI
- Dooly, 2013, Filling in the gaps: Linking theory and practice through telecollaboration in teacher education, ReCALL, 25, 4, 10.1017/S0958344012000237 · DOI
- Fuchs, 2012, Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges, Language Learning & Technology, 16, 82
- Gress, 2010, Measurement and assessment in computer-supported collaborative learning, Computers in Human Behavior, 26, 806, 10.1016/j.chb.2007.05.012 · DOI
- Guichon, 2009, Training future language teachers to develop online tutors' competence through reflective analysis, ReCALL, 21, 166, 10.1017/S0958344009000214 · DOI
- Guth, 2011, Developing multiliteracies in ELT through telecollaboration, ELT Journal, 66, 42, 10.1093/elt/ccr027 · DOI
- Hampel, 2005, New skills for new classrooms: Training tutors to teach languages online, Computer Assisted Language Learning, 18, 311, 10.1080/09588220500335455 · DOI · Paper page
- Judd, 2010, Using wikis for collaborative learning: Assessing collaboration through contribution, Australasian Journal of Educational Technology, 26, 341, 10.14742/ajet.1079 · DOI
- Liaw, 2006, E-learning and the development of intercultural competence, Language Learning & Technology, 10, 49
- O'Dowd, 2013, The competences of the telecollaborative teacher, The Language Learning Journal, 1
- O'Dowd, 2009, Critical issues in telecollaborative task design, Computer Assisted Language Learning, 22, 173, 10.1080/09588220902778369 · DOI
- Sauro, 2009, Computer-mediated corrective feedback and the development of L2 grammar, Language Learning & Technology, 13, 96
- Stickler, 2007, Designing online tutor training for language courses: A case study, Open Learning, 22, 75, 10.1080/02680510601100176 · DOI
- Strijbos, 2004, The effect of functional roles on group efficiency. Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups, Small Group Research, 35, 195, 10.1177/1046496403260843 · DOI
- Swan, 2006, Assessment and collaboration in online learning, Journal of Asynchronous Learning Networks, 10, 45
- Vinagre, 2011, Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges, Language Learning & Technology, 15, 72
- Vinagre, 2015, Training teachers for virtual collaboration: A case study, British Journal of Educational Technology, 47, 787, 10.1111/bjet.12363 · DOI
- Vogt, 2006, Can you measure attitudinal factors in intercultural communication? Tracing the development of attitudes in e-mail projects, ReCALL, 18, 153, 10.1017/S095834400600022X · DOI
Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Vinagre, M.
- Affiliations
- Universidad Autónoma de Madrid (ES)
- Corresponding author
- Vinagre, Margarita
- ORCID
- Vinagre, Margarita
- Venue
- System
- Publisher
- Elsevier BV
- Published
- 2017-02
- Volume
- 64
- Pages
- 34-45
- ISSN
- 0346-251X (ISSN-L)
- OpenAlex
- W2563805709
- Cited by
- 102
- References
- 0
- Citations by year
- 2026: 7 · 2025: 12 · 2024: 6 · 2023: 11 · 2022: 20 · 2021: 18 · 2020: 11 · 2019: 4 · 2018: 9 · 2017: 3
- FWCI
- 23.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- System (publishedVersion)
- Funders
- Spanish Ministry of Economy and Competitiveness (EDU2014-54673-R)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- virtual exchange, teacher competence, online teacher training, experiential learning, cooperative learning, online collaboration, reflective practice, wikis, online forums
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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