FACTORES DE ÉXITO DE UN PROYECTO DE TELECOLABORACIÓN EN EL CONTEXTO DE LA ENSEÑANZA Y APRENDIZAJE DE SEGUNDAS LENGUAS. SUCCESS FACTORS OF A TELECOLLABORATION PROJECT IN THE CONTEXT OF SECOND LANGUAGE TEACHING AND LEARNING
DOI:
https://doi.org/10.55877/cc.vol15.191Keywords:
telecollaboration, online intercultural exchange, teacher training, Spanish as Foreign Language, sustainabilityAbstract
Telecollaboration projects between higher education institutions have been focusing mainly on the development of L2, intercultural and digital skills of the learner [Dooly & O’Dowd 2012]. In spite of the increasing number of studies investigating this type of projects, there is still little research on telecollaborative practices that connect L2 Spanish learners with student teachers with a double focus on (1) how reciprocity between learners with different learning goals is met, and (2) what success factors guarantee the sustainability of the exchange over time. This article presents the RUG-UB telecollaboration project that was implemented over 4 academic years (2013–2017) in the University of Groningen and the University of Barcelona, and which laid the foundations for another telecollaboration project that continues to be developed between the University of Barcelona and the University of Iceland at the time of writing this article. After describing the academic context and task design, the results of the experience are presented and analyzed. Finally, the factors that have contributed to the consolidation of this project are discussed, such as the design of tasks which address the reciprocity between learners with different learning objectives, or the ability of students, teachers or institutions to adapt to change.Downloads
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