Artykuły w czasopismach na temat „Videoconferencing in language education”
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Butler, Mike, i Steven Fawkes. "Videoconferencing for language learners". Language Learning Journal 19, nr 1 (czerwiec 1999): 46–49. http://dx.doi.org/10.1080/09571739985200091.
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Yu, Li-Tang. "The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis". Behavioral Sciences 12, nr 6 (30.05.2022): 169. http://dx.doi.org/10.3390/bs12060169.
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To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.
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Kozar, Olga. "Language education via audio/videoconferencing (LEVAC): A discursive investigation". Linguistics and Education 31 (wrzesień 2015): 86–100. http://dx.doi.org/10.1016/j.linged.2015.05.007.
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Kinginger, Celeste. "Videoconferencing as Access to Spoken French". Canadian Modern Language Review 55, nr 4 (czerwiec 1999): 468–89. http://dx.doi.org/10.3138/cmlr.55.4.468.
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Jung, Mi-Young. "Videoconferencing Improves Students' Language Learning in the EFL Classroom". TESOL Journal 4, nr 4 (29.11.2013): 743–51. http://dx.doi.org/10.1002/tesj.112.
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Slaughter, Yvette, Wally Smith i John Hajek. "Videoconferencing and the networked provision of language programs in regional and rural schools". ReCALL 31, nr 2 (17.09.2018): 204–17. http://dx.doi.org/10.1017/s0958344018000101.
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AbstractThe use of videoconferencing technology to support the delivery of language programs shows great potential in regional and rural settings where a lack of access to specialist teachers limits equitable access to education. In this article, we investigate the establishment of two regional and rural primary school networks in Australia for videoconferenced language learning. Adopting a perspective taken from the discipline of information systems called structuration theory, we examine how the technology they use both changes and is changed by its use in language learning, and how schools and teachers take control of technology and adapt their educational approaches. Case studies were carried out on the two networks using multiple data sources, including interviews and observation of language classes. The findings reveal that even with the same conceptual foundations and aims, divergent models of practice emerge as sustainable adaptations to localised factors. These differences are shaped by, among other things, an interplay between the quality of infrastructure, prior knowledge, and the “material properties” of the technology, including its functions, limits, and deployment in physical space. A closer look at these practices illustrates limitations and possibilities specifically for language education, but also more broadly illustrates how the success of these videoconferencing initiatives are influenced by a nuanced combination of social, educational, and technological factors.
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Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms". ReCALL 23, nr 3 (1.09.2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.
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AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.
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Chaqmaqchee, Obaida, i Shamala Paramasivam. "Question -Response in Online Synchronous Videoconferencing Class". International Journal of Linguistics 13, nr 6 (7.12.2021): 1. http://dx.doi.org/10.5296/ijl.v13i6.19133.
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With recent developments in technology and its massive impact on the education field, videoconferencing has emerged as an effective teaching learning tool in the language classroom. It is mainly a means of communication to overcome the impediments of geographical distance and separation. However, despite the successful implementation of this technology, it has been stated that using videoconferencing for online teaching is problematic. Videoconferencing impedes instructor-learner interaction and is unable to replace the traditional face-to-face classroom. To understand online interaction from a sociocultural standpoint, this study examined the characteristics of instructor questions in terms of cognitive level so as to investigate if instructor question can function as a stimulus for interaction in the online classroom. The results show that cognitive level of instructor question can function as an effective factor to promote online classroom interaction. Conclusions and implications are drawn at the end of this paper to help understand interaction in online learning.
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Carbajal-Carrera, Beatriz. "Mapping connections among activism interactional practices and presence in videoconferencing language learning". System 99 (lipiec 2021): 102527. http://dx.doi.org/10.1016/j.system.2021.102527.
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Banegas, Darío Luis. "ELT through videoconferencing in primary schools in Uruguay: first steps". Innovation in Language Learning and Teaching 7, nr 2 (lipiec 2013): 179–88. http://dx.doi.org/10.1080/17501229.2013.794803.
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Hung, Shao-Ting Alan, i Heng-Tsung Danny Huang. "Exploring EFL Learners' Willingness to Communicate in Multimodal Videoconferences". International Journal of Computer-Assisted Language Learning and Teaching 11, nr 4 (październik 2021): 79–99. http://dx.doi.org/10.4018/ijcallt.2021100106.
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The current study explored how the participation in multimodal videoconferencing sessions affected one of the affective factors: willingness to communicate (WTC) in second language learning. Participants from the experimental group took part in three 30-minute communication tasks via videoconferencing that included interactions in textual, audio, and visual modes while their counterparts completed the same tasks face-to-face. Instruments included an adapted WTC scale, semi-structured interviews, and learner reflections. The results showed that learners in the experimental group exhibited significantly higher levels of WTC than those in the control group, suggesting that multimodal videoconferencing increased learners' WTC. Next, qualitative findings indicated that learners' WTC in multimodal videoconferences was influenced by the support from multimodal texts and the affordances of multimodal interaction. EFL professionals are recommended to create multimodal environments to not merely foster learners' negotiation of meaning but also promote WTC through diverse patterns of interaction.
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Xia, Fang Yi. "Exploring the Application of Voice Interactive Technology in Distance Language Teaching". Advanced Materials Research 225-226 (kwiecień 2011): 1204–7. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.1204.
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Rapid development of communication technologies has brought revolutionary changes to language teaching and learning. The use of computer technology has become an integral aspect of language learning. A diverse array of technologies, such as online learning platform, CD-ROMs, Multimedia Network Courseware, write site and videoconferencing etc. have been used to enhance distance language teaching, but they don’t provide opportunities for oral output since most of the communication tools are text-based. This poses great impediment to language learning, so, this research strongly recommends that voice interactive technology, such as Wimba Voice, should be applied to distance language teaching especially in Radio & TV Universities—China’s largest provider of open and distance education.
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Ahmad Ridho Rojabi, Slamet Setiawan, Ahmad Munir, Oikurema Purwati i Widyastuti. "The Camera-on or Camera-off, Is It a Dilemma? Sparking Engagement, Motivation, and Autonomy Through Microsoft Teams Videoconferencing". International Journal of Emerging Technologies in Learning (iJET) 17, nr 11 (7.06.2022): 174–89. http://dx.doi.org/10.3991/ijet.v17i11.29061.
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A videoconferencing system to communicate synchronously is an indispensable tool for educators, teachers, students, parents, and administrators in online courses. One of the effective online learning platforms that can increase student engagement and motivation in online courses is Microsoft Teams. This research aimed to explore English as a Foreign Language (EFL) students’ views of enacting Microsoft Teams videoconferencing. This study employed a mixed-method design complemented by observation, open-ended questionnaires, as well as in-depth interviews for qualitative analysis in capturing and exploring their experience of synchronous learning using the Microsoft Teams in the post-pandemic. Furthermore, close-ended questionnaires were also distributed as quantitative data. The results revealed that Microsoft Teams helped the learners to be more involved in debates with both faculty and students as a result of their participation in discussion forums. They also gained a better comprehension and knowledge of language learning. It was clear that they were highly motivated and enjoyed the online course due to its ease of use and fun features, and they appreciated direct feedback in the synchronous online meeting. Thus, the learners with strong motivation can develop their learning autonomy. They can monitor and evaluate their self-progress in learning. Further research is highly recommended for exploiting Microsoft Teams to create innovations in a virtual classroom.
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Nova, Muhamad. "VIDEOCONFERENCING FOR SPEAKING ASSESSMENT MEDIUM: ALTERNATIVE OR DRAWBACK?" Premise: Journal of English Education 9, nr 2 (7.10.2020): 111. http://dx.doi.org/10.24127/pj.v9i2.3068.
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The urgency of technology integration has arisen due to the current pandemic break. With a sudden shift from conventional learning to virtual learning, less proper preparation on utilizing the technology integration may occur. The present study aimed at unraveling the perception and obstacles faced during the implementation of videoconferencing as a speaking assessment medium. By applying qualitative research with a snapshot case study design in a vocational education institution, this study gained the data through questionnaires, focus group discussion, and an interview. As a result, the majority of the students perceived negatively toward the implementation of videoconferencing as a speaking assessment medium. These negative reactions occurred due to the nervousness and anxiety along the online speaking assessment process. Moreover, the obstacles faced, such as bad internet connection, technical problems, and surrounding disturbance, also contributed an impact on students’ language production and the sound heard by the students during the online speaking assessment. From the results of the present study, the application of videoconferencing as a medium in assessing students’ speaking ability needs to be reappraised to preview its function whether it can be used as an alternative way or it contributes a drawback effect during the assessment process.
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Phillips, Magda. "The perceived value of videoconferencing with primary pupils learning to speak a modern language". Language Learning Journal 38, nr 2 (lipiec 2010): 221–38. http://dx.doi.org/10.1080/09571731003790532.
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Wigham, Ciara R., i Müge Satar. "Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study". ReCALL 33, nr 3 (26.04.2021): 195–213. http://dx.doi.org/10.1017/s0958344021000070.
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AbstractOnline language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.
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Oittinen, Tuire. "Negotiating collaborative and inclusive practices in university students’ group-to-group videoconferencing sessions". Linguistics and Education 71 (październik 2022): 101107. http://dx.doi.org/10.1016/j.linged.2022.101107.
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Byung-jin Lim i 이현주. "Videoconferencing for Korean language education: Synchronous online interactions between learners of Korean and English beyond the classroom". Journal of Korean Language Education 26, nr ll (sierpień 2015): 1–28. http://dx.doi.org/10.18209/iakle.2015.26..1.
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Pritchard, Alan, Marilyn Hunt i Ann Barnes. "Case study investigation of a videoconferencing experiment in primary schools, teaching modern foreign languages". Language Learning Journal 38, nr 2 (lipiec 2010): 209–20. http://dx.doi.org/10.1080/09571731003790508.
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Lenkaitis, Chesla Ann, Stephanie Calo i Salvador Venegas Escobar. "Exploring the intersection of language and culture via telecollaboration: Utilizing videoconferencing for intercultural competence development". International Multilingual Research Journal 13, nr 2 (8.02.2019): 102–15. http://dx.doi.org/10.1080/19313152.2019.1570772.
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Satar, H. Müge. "Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze". ReCALL 25, nr 1 (styczeń 2013): 122–42. http://dx.doi.org/10.1017/s0958344012000286.
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AbstractDesktop videoconferencing (DVC) offers many opportunities for language learning through its multimodal features. However, it also brings some challenges such as gaze and mutual gaze, that is, eye-contact. This paper reports some of the findings of a PhD study investigating social presence in DVC interactions of English as a Foreign Language (EFL) teacher trainees. The case study approach involved the exploration of online interactions of five cases (pairs) within an interpretivist paradigm. Data collection included interviews, questionnaires and analysis of DVC recordings. The study emphasizes the importance of eye-contact in online multimodal communication to facilitate the establishment of social presence. Five types of gaze that were observed in learner interactions and participants’ perspectives on eye-contact are reported. The conclusions include technical suggestions for the use of a webcam as well as pedagogical implications of online video interaction.
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Zejda, David, Taiwo Temitope Lasisi, Jenniefer Managuelod, Shemie Breitenbach i Ellery Canoy. "Videoconferencing and Virtual Worlds in Tourism Language Education – Practical Evaluation of the Systematic Approach in the Czech Context". Czech Journal of Tourism 9, nr 1 (1.12.2020): 1–21. http://dx.doi.org/10.2478/cjot-2020-0001.
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Abstract Language learning in tourism is increasingly embracing digital technologies for both synchronous and asynchronous content delivery and interaction. Blended learning combining online and traditional face-to-face forms as well as immersive forms such as 3D virtual worlds, where participants may travel as they learn from the comfort of their sofa, offer promising benefits, namely in times of pandemic and other turbulent events. Involving culturally and geographically distant tutors in the learning process may increase learners’ motivation as well as satisfaction, provided that the course curricula and lesson plans utilize the potential by appropriate selection of activities. Despite all the potential benefits, however, troubles caused by the increased complexity of digitally enhanced courses may ruin learners’ experience. The paper provides a conceptual basis for a systemic approach in planning, creating, and delivering courses, considering both technical and psychological aspects, which may assist in the prevention or mitigation of the challenges. To provide a relevant context, presentations of several language schools are briefly examined. The study of changes in their presentations between 2014 and 2021, in the light of web search trends, provides an additional glimpse into the evolution of the adoption and perception of relevant forms of education and technologies, further supporting the necessity of a systematic approach. Experience from three separate projects implementing innovative language courses collected both qualitatively and quantitatively via questionnaires is summarized, pointing out both successes and challenges.
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Julia, Tanabe. "Sustaining Language Learning through Social Interaction at a Japanese National University". IAFOR Journal of Education 9, nr 6 (18.12.2021): 112–25. http://dx.doi.org/10.22492/ije.9.6.06.
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The careful use of online learning can achieve a variety of goals in sustainable education, such as providing access for students, particularly in times of crisis, as well as providing them with opportunities to study interdependently. Also, it gives them the opportunity to develop thinking skills and awareness to become active in working towards sustainable societies, ones where the actions of the current society do not damage the abilities of future generations to address their own needs. In this small-scale study at a Japanese national university, the switch from classroom-based teaching to online study in language education is considered in relation to flipped learning. This involved videoconferencing software and the organization of “study buddy” groups, supported by materials on a learning management system. The effect of the change has been investigated using a mixed-methods approach with survey data from students and data from two classroom observations by external observers. The data has been analyzed and framed in relation to sustainable education goals, produced by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT), such as cooperation, interdependence, sense of responsibility, and international awareness. The author of this study found that the flipped learning approach was successful in building an online community and social interaction that provided the framework for achieving education for sustainability. In conclusion, the author considers how hybrid courses involving both classrooms and online technology may be the future for English language courses in Japanese universities.
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Develotte, Christine, Nicolas Guichon i Caroline Vincent. "The use of the webcam for teaching a foreign language in a desktop videoconferencing environment". ReCALL 22, nr 3 (wrzesień 2010): 293–312. http://dx.doi.org/10.1017/s0958344010000170.
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AbstractThis paper explores how language teachers learn to teach with a synchronous multimodal setup (Skype), and it focuses on their use of the webcam during the pedagogical interaction. First, we analyze the ways that French graduate students learning to teach online use the multimodal resources available in a desktop videoconferencing (DVC) environment to monitor pedagogical interactions with intermediate level learners of French in a North-American university. Then, we examine communicational and pedagogical aspects of this process which involves orchestrating different modalities and deploying various regulations for “semio-pedagogical” purposes. We define semio-pedagogical skills as the capacity to mediate a pedagogical interaction by combining or dissociating modalities (written, oral, and/or video) that are adapted to objectives and to the cognitive requisites of the task. We posit that these skills have to become part of the professional repertoire of future teachers, as they will increasingly be required to exploit the multimodal potentialities of online communication in their teaching.The study draws on screen capture recordings of teacher trainee-student interactions and is completed by semi-directive interviews with teacher trainees (n = 5). It aims (1) to identify the importance of webcamming in the share of the pedagogical range available to teachers and (2) analyze the non verbal dimension of pedagogical communication via DVC.The outcome of this study is the identification of five degrees of utilization of the webcam medium: there a certain gradation in the way webcamming is used (with a more or less significant use of image) when compared to other modalities. The different uses that are identified vary according to the perceived usefulness of webcamming to monitor teaching and to the teacher trainees’ capacity to manage different workspaces.
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Pincas, Anita. "The educational potential of computer conferencing". ReCALL 6, nr 1 (maj 1994): 15–18. http://dx.doi.org/10.1017/s0958344000002974.
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Computer conferencing is a mode of communication in which participants send text messages between each others' computers which are all linked to a host computer via telephone lines. It is different from email in that it uses software that allows genuine group interaction. It is used for administrative purposes, for information exchange, for informal group interaction, and for distance education in which it can be combined with other media, e.g. face-to-face, satellite broadcasting, videoconferencing, ordinary correspondence, telephone contact, etc. The great benefit of computer conferencing for distance education is that it can be accessed at any time that is convenient to participants, since it need not be used for synchronous conferencing and the relevant files remain open to users for 24 hours of every day. It thus brings learners into frequent contact with each other as well as with their tutors and obviates, to a large extent, the need for cumbersome distance materials.
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Rao, Leela A., Angela C. Roberts, Rhiana Schafer, Alfred Rademaker, Erin Blaze, Marissa Esparza, Elizabeth Salley i in. "The Reliability of Telepractice Administration of the Western Aphasia Battery–Revised in Persons With Primary Progressive Aphasia". American Journal of Speech-Language Pathology 31, nr 2 (10.03.2022): 881–95. http://dx.doi.org/10.1044/2021_ajslp-21-00150.
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Purpose: The use of telepractice in the field of communication disorders offers an opportunity to provide care for those with primary progressive aphasia (PPA). The Western Aphasia Battery–Revised (WAB-R) is used for differential diagnosis, to assess severity of aphasia, and to identify a language profile of strengths and challenges. Telehealth administration of the WAB-R is supported for those with chronic aphasia due to stroke but has not yet been systematically explored in neurodegenerative dementia syndromes. To fill this gap, in-person and telehealth performance on the WAB-R from participants with mild to moderate PPA was compared. Method: Nineteen participants with mild to moderate PPA were administered the WAB-R in person and over videoconferencing. Videoconferencing administration included modifications to the testing protocol to ensure smooth completion of the assessment. Subtest and Aphasia Quotient (WAB-AQ) summary scores were compared using concordance coefficients to measure the relationship between the administration modes. Results: In-person and telehealth scores showed strong concordance for the WAB-AQ, Auditory Verbal Comprehension subtest, and Naming & Word Finding subtest. The Spontaneous Speech test summary score had slightly lower concordance, indicating the need for caution when comparing these scores across administration modes. Conclusion: These findings support extending the use of telehealth administration of the WAB-R via videoconferencing to those with mild to moderate PPA given appropriate modifications to testing protocol.
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Castañeda-Trujillo, Jairo Enrique, i María Fernanda Jaime Osorio. "Pedagogical Strategies Used by English Teacher Educators to Overcome the Challenges Posed by Emergency Remote Teaching During the COVID-19 Pandemic". Íkala 26, nr 3 (11.09.2021): 697–713. http://dx.doi.org/10.17533/udea.ikala/v26n3a12.
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The crisis in the education system generated by the appearance of covid-19 revealed the multiple gaps that exist due to the diversity of contexts to which students and teachers belong. This article reports on a case study which explored the challenges English teacher educators (tes) at a public university in Neiva, Colombia faced during the pandemic due to the imposition of emergency remote teaching (ert), the pedagogical strategies they used to respond to these challenges, and the ones that remain. To do this, data were collected from a questionnaire and a focus group with tes and pre-service teachers (psts) from the language teacher education program. The main findings show that the transition from classroom teaching to ert brought some challenges for tes and their trainees related to the social realities existing in the context of the latter. To respond to these challenges, tes had to adjust their teaching strategies and learn to use some technologies such as videoconferencing software and educational apps. Still some challenges remain for the future, such as enhancing pst’s motivation, autonomy and classroom interaction. The study suggests the need to continue training language tes on the use of ert technologies and to find more and better ways to promote autonomous learning processes to adapt teaching practices to current times.
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Castañeda-Trujillo, Jairo Enrique, i María Fernanda Jaime Osorio. "Pedagogical Strategies Used by English Teacher Educators to Overcome the Challenges Posed by Emergency Remote Teaching During the COVID-19 Pandemic". Íkala 26, nr 3 (11.09.2021): 697–713. http://dx.doi.org/10.17533/udea.ikala/v26n3a12.
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The crisis in the education system generated by the appearance of covid-19 revealed the multiple gaps that exist due to the diversity of contexts to which students and teachers belong. This article reports on a case study which explored the challenges English teacher educators (tes) at a public university in Neiva, Colombia faced during the pandemic due to the imposition of emergency remote teaching (ert), the pedagogical strategies they used to respond to these challenges, and the ones that remain. To do this, data were collected from a questionnaire and a focus group with tes and pre-service teachers (psts) from the language teacher education program. The main findings show that the transition from classroom teaching to ert brought some challenges for tes and their trainees related to the social realities existing in the context of the latter. To respond to these challenges, tes had to adjust their teaching strategies and learn to use some technologies such as videoconferencing software and educational apps. Still some challenges remain for the future, such as enhancing pst’s motivation, autonomy and classroom interaction. The study suggests the need to continue training language tes on the use of ert technologies and to find more and better ways to promote autonomous learning processes to adapt teaching practices to current times.
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Codreanu, Tatiana, i Christelle Combe Celik. "Effects of webcams on multimodal interactive learning". ReCALL 25, nr 1 (styczeń 2013): 30–47. http://dx.doi.org/10.1017/s0958344012000249.
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AbstractThis paper describes the multimodal pedagogical communication of two groups of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the University Lumière-Lyon 2) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (VISU1) designed for delivering online courses. The study focuses on the webcam's effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.
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ALDAGHRI, Ashwaq Abdulrahman, i Iman Mohammad ORAIF. "THE IMPACT OF ONLINE TEACHING ON STUDENTS’ ENGAGEMENT IN WRITING DURING THE PANDEMIC OF COVID-19". Turkish Online Journal of Distance Education 23, nr 3 (1.07.2022): 216–29. http://dx.doi.org/10.17718/tojde.1137290.
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COVID-19 has dramatically changed the process of teaching, as educational institutions replaced in-person teaching with online teaching to ensure educational continuity while managing the spread of the contagious disease. Drawing on the multifaceted concept of engagement, engagement is addressed as a sole construct. The present study adapted Student Course Engagement Questionnaire (SCEQ) to explore the impact of online teaching through Blackboard on English as foreign language (EFL) college students’ engagement in writing. The study sample included 148 students. The results of the present non-experimental study generally indicated that online learning through Blackboard positively influenced the engagement of Saudi EFL learners. However, it is essential to note that the students showed a high level of engagement in terms of skills engagement. In contrast, the levels of engagement were moderate for the other three elements of engagement: Emotional, participation/interaction, and performance. The findings also demonstrated that the students perceived the learning experience positively. The participants valued the various virtues offered by online learning platforms, specifically Blackboard. Consequently, it is recommended that using Blackboard features such as blogs, breakout groups, and videoconferencing will help foster educational practices locally and internationally.
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Yu, Li-Tang. "Native English-speaking Teachers' Perspectives on Using Videoconferencing in Learning English by Taiwanese Elementary-School Students". JALT CALL Journal 14, nr 1 (30.04.2018): 61–74. http://dx.doi.org/10.29140/jaltcall.v14n1.224.
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Tecedor, Marta, i Gonzalo Campos-Dintrans. "Developing oral communication in Spanish lower-level courses: The case of voice recording and videoconferencing activities". ReCALL 31, nr 2 (31.10.2018): 116–34. http://dx.doi.org/10.1017/s0958344018000083.
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AbstractThis study adds to the literature on computer-mediated communication (CMC) by examining the impact of online voice recording (VR) activities and peer-to-peer videoconferencing (VC) conversations on the development of beginning Spanish learners’ speaking performance. Specifically, this paper explores (1) whether VR and VC activities promote oral proficiency, and if so, whether those gains can be seen both in presentational and interpersonal modes of communication; and (2) whether VR and VC activities foster oral proficiency in similar ways to face-to-face (F2F) communication. A quasi-experimental, pre-/post-test design was used in the study. Three sections of a first semester Spanish course were assigned to one of the following conditions: F2F, VR, and VC. Complexity, accuracy, and fluency measures were used to analyze learners’ speaking performance in the two tasks. A mixed effects model analysis was used to investigate differences across time as well as among groups. Results show that both F2F communication and VR activities promote complexity and fluency in presentational tasks and fluency in interpersonal tasks, although F2F produces superior results regarding complexity in presentational tasks. VC activities promote complexity and fluency in presentational tasks and complexity, accuracy, and fluency in interpersonal tasks. Overall, this study shows that medium is not merely a delivery device but has important implications for learning outcomes. In this sense, these findings contribute to answering the wider question of how the use of technology in second language instruction plays a decisive role in current teaching practices.
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Goodfellow, Robin, Ingrid Jefferys, Terry Milest i Tim Shirra. "Face-to-face language learning at a distance? A study of a videoconference try-out". ReCALL 8, nr 2 (listopad 1996): 5–16. http://dx.doi.org/10.1017/s0958344000003530.
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Videoconferencing has been proposed as a technology which has an immediate and beneficial application to language learning, because it enables face-to-face communication at a distance. The costs remain high, however, and course providers need to be sure what additional ‘pedagogical overheads’ are involved, i.e. in the rethinking of teaching approaches and the preparation of material. This paper reports on a study of a videoconference tutorial carried out as part of the distance learning component of a course in Professional English. The study shows that the interaction between teacher, subject expert and students was characterised by the absence, as well as the presence, of important features of face-to-face communication, and that certain kinds of tutorial activity, such as individual correction, and the management of group discussion, were not especially well supported by the technology used. We discuss the implications of this for the pedagogy of language teaching by videoconference, and draw some lessons for the incorporation of the technology into the mainstream of distance language learning.
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AMITI, Flora. "The Importance of Oral Language Proficiency in EFL Online Teaching Setting". PRIZREN SOCIAL SCIENCE JOURNAL 4, nr 2 (31.08.2020): 103–8. http://dx.doi.org/10.32936/pssj.v4i2.173.
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English language, as an international language has been used in North Macedonia as a foreign language in schools for a considerable amount of time now. English teachers have tried to convey new ways of teaching this language, furthermore adapting to the main four skills in a meticulous manner. However recently, all of the teachers, were confronted with a worldwide pandemic situation which shaped a different scenario of teaching. A different mechanism that all of the teachers are getting used to, which is online education. The purpose of this study is to analyze how effective was teaching English online for the pupils oral proficiency, whilst communication in English language was limited. Videoconferencing and converting lessons into videos and send them as documented evidence, were two of the main tools mostly used from teachers in schools in Gostivar. The methodology used for this research was qualitative, and it uses two instruments, an observation, and an interview. The overall study results show that, even though pupils showed improvement in EFL (English as a foreign language) oral proficiency, since the materials used to lecture online where persuasive; some students also had difficulties learning autonomously, without depending on the teachers help. Furthermore, according to the interview responses, the appropriate and detailed lesson planning, helps in combining activities which would emphasize speaking more in online teaching classes.
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Tokuyeva, Nataliia. "Use of Resources of the Educational Environment in the Context of Remote Studying of Foreigners in Ukraine". Education and Pedagogical Sciences, nr 1 (179) (2022): 81–90. http://dx.doi.org/10.12958/2227-2747-2022-1(179)-81-90.
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This article examines the essence of the educational environment concept, іndividual approaches of scientists to determining the content and structural components, means and forms of its main tasks within the format of remote studying of foreign citizens in Ukrainian higher educational facilities, which is determined and adjusted by time, society, forms of the educational process. The peculiarities of the organization of the virtual educational environment through the lens of language training of foreigners in Ukrainian higher educational facilities, content, purpose and level of efficiency of its resources for solving educational tasks of an educational facility, are revealed. External resources of the educational environment are examined, and internal interrelated components that ensure its effectiveness and efficiency are highlighted: technological (using normative methods of teaching Ukrainian as a foreign language and achieving planned results), material-technical, and subject-resource (implementing equal partnership between the subjects of the educational environment). It is determined that at the initial stage of education, the lack of language and cultural environment, which contributes to foreigners’ formation of speech skills and abilities, determines their communication needs and motivates them to learn the language, negatively affects the quality of education. Daily verbal communication with the tutor in the format of videoconferencing, involvement of authentic videos, fragments of television programs, films or cartoons, educational videos, virtual tours, phonograms in the educational process provides an opportunity to optimize the educational process and achieve planned studying outcomes.
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Lee, Helen, Regine Hampel i Agnes Kukulska-Hulme. "Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices". System 81 (kwiecień 2019): 26–38. http://dx.doi.org/10.1016/j.system.2018.12.013.
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Campbell, Deborah R., i Howard Goldstein. "Evolution of Telehealth Technology, Evaluations, and Therapy: Effects of the COVID-19 Pandemic on Pediatric Speech-Language Pathology Services". American Journal of Speech-Language Pathology 31, nr 1 (18.01.2022): 271–86. http://dx.doi.org/10.1044/2021_ajslp-21-00069.
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Purpose: Telehealth services experienced exponential growth during the COVID-19 pandemic. This survey examined the resulting evolution in the technology, connectivity, implementation of services, and attitudes of pediatric speech-language pathology clinicians using synchronous videoconferencing. Method: The Telehealth Services: Pediatric Provider Survey participants were 259 speech-language clinicians in a variety of employment settings from across the country and abroad. Analyses identified telehealth barriers eliminated and those that persisted during the pandemic, advantages, and disadvantages of remote delivery of evaluation and treatment services, the most common telehealth technology used by clinicians and their clients to access care, and clinicians' predictions about the optimization and future of telehealth. Results: Elimination of regulatory and insurance hurdles allowed children from varying socioeconomic backgrounds living in rural, suburban, and urban areas access to telehealth. Telehealth technology shifted from computers with external hardware and specialized software to commercially available equipment, such as handheld portable devices with built-in audiovisual components and publicly available videoconferencing platforms. However, connectivity of these devices continued to be problematic, and lack of technology prevented some children from accessing care. Judgments about the appropriateness and effectiveness of evaluations and treatments varied based on the age and communication disorder of a child. Although some participants expressed uncertainty about the effectiveness of telehealth compared with in-person care, telehealth was widely recognized as a viable delivery method. Conclusions: Although clinicians reported many advantages of telehealth, some barriers identified reported prior to COVID-19 still persist. Clinicians anticipate that new developments have the potential to continue improving telehealth service delivery, bolstering the viability of telehealth long after the COVID-19 pandemic is gone. Supplemental Material: https://doi.org/10.23641/asha.16959361
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Sevilla-Pavón, Ana, i Kyria Rebeca Finardi. "Pandemic Language Teaching: Insights from Brazilian and International Teachers on the Pivot to Emergency Remote Instruction". Journal of Language and Education 7, nr 4 (14.12.2021): 127–38. http://dx.doi.org/10.17323/jle.2021.11676.
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This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers’ perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.
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Rosenberg, Julia, Patricia McDonough Ryan, Caroline O’Brien, Fereshteh Ganjavi i Mona Sharifi. "Pilot Wellness Program With Adapted Social–Emotional Learning and COVID-19 Curriculum for Refugee Youth". Health Education & Behavior 49, nr 1 (11.10.2021): 17–25. http://dx.doi.org/10.1177/10901981211048830.
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Refugee children are less likely than their non-refugee peers to receive timely diagnoses and treatment for mental and/or behavioral health problems, despite facing multiple risk factors including potential exposure to trauma during premigration, migration, and postmigration experiences. Social–Emotional Learning offers preventive mental health education for children through well-established, evidenced-based curricula. Although there are clear benefits of Social–Emotional Learning curricula, which can help children achieve long-term success emotionally and academically, Social–Emotional Learning curricula are not easily accessible for refugee children, often because of language and socioeconomic barriers. In this pilot study, we evaluated the feasibility and acceptability of an adapted Social–Emotional Learning program that included culturally specific, multilingual, trauma-informed wellness, and physical education during the COVID-19 pandemic: EMPOWER (Emotions Program Outside the Clinic With Wellness Education for Refugees). We used the Intervention Mapping framework which guided the (1) planning, (2) program development, and (3) mixed-method evaluation of the feasibility and acceptability of the EMPOWER pilot. We found that this adaptation was well-received by Afghan refugee families and that COVID-19 safety measures were well-understood after participation. Challenges emerged around videoconferencing connectivity and around finding a common language for discussing emotions. Future iterations of the program and evaluations will require continued partnerships with community members and organizations. As we continue and expand EMPOWER, we aim to evaluate short-term improvement in Social–Emotional Learning competence as well as long-term mental and behavioral health outcomes for children and their families.
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Romanova, Ekaterina A., Marina A. Volkova i Li Baohun. "Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities". Perspectives of Science and Education 49, nr 1 (1.03.2021): 276–88. http://dx.doi.org/10.32744/pse.2021.1.19.
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Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.
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Beiting, Molly, i Gabriele Nicolet. "Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era". CommonHealth 1, nr 3 (22.12.2020): 106–20. http://dx.doi.org/10.15367/ch.v1i3.413.
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The COVID-19 pandemic has upended traditional models of education and health care. Despite having a well-established evidence base, videoconferencing and related technology (i.e., “teletechnology”) were rarely utilized by most speech-language pathologists (SLPs) prior to March 2020. As operations were forced to move online, there was a rapid, unprecedented, and near-universal adoption of teletechnology for service delivery and clinical education. However, there was little time for program modification and training. Nine months later, we have settled into the transition and are able to reflect on the evidence base and potential benefits of operating through a new modality.
This report begins by outlining commonalities in theoretical models of clinical supervision and early intervention service delivery. We discuss how teletechnology fits into—and potentially enhances—the framework. Next, we summarize the historical use of technology in SLP clinical training and service delivery, specifically, how it can be leveraged to support access, processes, and outcomes. Although SLPs are trained to serve the full range of clinical populations, we focus on their role in early intervention (i.e., services for children from birth to age five). Then, we expand upon the current research evidence with a practical discussion of quickly-developing anecdotal support for innovative practices, including “screenless coaching” and “silent supervision.” Although there are significant benefits to teletechnology, we conclude by recognizing potential limitations and discussing needs for future research. This report is written from the perspective of two experienced SLPs; however, the discussion is relevant to other therapeutic fields.
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Ošmjanski, Vera. "Teaching ESP Online: A Guide to Innovation in the Aftermath of the Covid-19 Crisis". International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 10, nr 3 (20.12.2022): 149–54. http://dx.doi.org/10.23947/2334-8496-2022-10-3-149-154.
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The paper studies the student experiences related to online teaching of English for Specific Purposes (ESP) in order to determine which computer-mediated learning practices were perceived as purposeful and should be incorporated in traditional in-person teaching. The sample comprised of 60 students from two faculties of the University of Belgrade, Serbia. Descriptive statistics were obtained. The gathered data were subjected to qualitative and quantitative data analysis. The results indicate that the positive experiences are related primarily to synchronous conferencing in the form of real-time written communication as an integral part of the classes offered via videoconferencing. The use of video content and availability of various learning materials uploaded to the learning platforms proved to be helpful. Loss of concentration, technical difficulties and a lack of in-person communication were perceived as obstacles to effective learning. The most salient conclusion of the study refers to the necessity of incorporating real-time comment writing in the traditional classroom. The results also urge the need for addressing the issues of large classes and inadequate auditoriums in the traditional mode of teaching. The conclusions provide the guidelines for the improvement of in-person teaching of ESP based on specific computer-mediated learning practices that were found facilitative of the development of the students’ language competencies.
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Guichon, Nicolas. "Training future language teachers to develop online tutors’ competence through reflective analysis". ReCALL 21, nr 2 (maj 2009): 166–85. http://dx.doi.org/10.1017/s0958344009000214.
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AbstractThis article sets out to identify key competencies which language tutors need to develop in order to manage synchronous online teaching. In order to aptly monitor interactions with distant learners, it is proposed that three types of regulation pertaining to socio-affective, pedagogical and multimedia aspects are required. On the one hand, this research aims at specifying these competencies and, on the other hand, it seeks to identify the relevance of reflective analysis for professional development.The context of this study is a teacher training programme for Masters Degree students in teaching French as a foreign language that provides trainees with the opportunity of teaching online to intermediate-level students of French from a North American university via a desktop videoconferencing platform. This programme first endeavours to put trainees in a professional situation by getting them to prepare and administer sessions in order to confront them with the specific challenges of synchronous online tutoring. Second, it seeks to help them to gain insight into their own activity by developing critical thinking towards their own practice.The data elicited for this research derive from the tutor trainees’ interpretations of their own practice when confronted with the film of their own situated activity. The episodes chosen by the trainees to feed the self-confrontation process constitute significant units because by being told and commented upon, they elucidate how and to what extent competencies are built. Three discursive strategies have been identified and used to organise the content analysis of the data: description; expression of a difficulty; reflective review of the activity. The strategies used by trainees to verbalise their own activity can inform teacher educators about the constraints of the work situation and about the resources trainees need to deploy to face up to this unknown professional situation.Results indicate that trainees concentrate particularly on pedagogical aspects that distance and faulty technology have rendered complex. The encountered difficulties are equally distributed between a repertoire of competencies pertaining to language teaching and competencies more directly linked with online teaching. Finally, this study has enabled us to assess the potential of self-confrontation for teacher practice and leads us to propose directions for improving this training device.
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Lin, Yuchen, Martin Lemos i Christiane Neuschaefer-Rube. "Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study". JMIR Medical Education 7, nr 4 (5.11.2021): e30873. http://dx.doi.org/10.2196/30873.
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Background Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized. Objective This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population. Methods An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed. Results A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8%). Conclusions This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice.
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Schmeler, Mark R., Richard M. Schein, Michael McCue i Kendra Betz. "Telerehabilitation Clinical and Vocational Applications for Assistive Technology: Research, Opportunities, and Challenges". International Journal of Telerehabilitation 1, nr 1 (4.09.2009): 59–72. http://dx.doi.org/10.5195/ijt.2009.6014.
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Rehabilitation service providers in rural or underserved areas are often challenged in meeting the needs of their complex patients due to limited resources in their geographical area. Recruitment and retention of the rural clinical workforce are beset by the ongoing problems associated with limited continuing education opportunities, professional isolation, and the challenges inherent in coordinating rural community healthcare. People with disabilities who live in rural communities also face challenges accessing healthcare. Traveling long distances to a specialty clinic for necessary expertise may be troublesome due to inadequate or unavailable transportation, disability specific limitations, and financial limitations. Distance and lack of access are just two threats to quality of care that now being addressed by the use of videoconferencing, information exchange, and other telecommunication technologies that facilitate telerehabilitation. This white paper illustrates and summarizes clinical and vocational applications of telerehabilitation. We provide definitions related to the fields of telemedicine, telehealth, and telerehabilitation, and consider the impetus for telerehabilitation. We review the telerehabilitation literature for assistive technology applications; pressure ulcer prevention; virtual reality applications; speech-language pathology applications; seating and wheeled mobility applications; vocational rehabilitation applications; and cost effectiveness. We then discuss external telerehabilitation influencers, such as the positions of professional organizations. Finally, we summarize clinical and policy issues in a limited context appropriate to the scope of this paper. Keywords: Telerehabilitation, Telehealth, Telemedicine, Telepractice
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Parmanto, Bambang, i Andi Saptono. "Telerehabilitation: State-of-the-Art from an Informatics Perspective". International Journal of Telerehabilitation 1, nr 1 (4.09.2009): 73–84. http://dx.doi.org/10.5195/ijt.2009.6015.
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Rehabilitation service providers in rural or underserved areas are often challenged in meeting the needs of their complex patients due to limited resources in their geographical area. Recruitment and retention of the rural clinical workforce are beset by the ongoing problems associated with limited continuing education opportunities, professional isolation, and the challenges inherent to coordinating rural community healthcare. People with disabilities who live in rural communities also face challenges accessing healthcare. Traveling long distances to a specialty clinic for necessary expertise is troublesome due to inadequate or unavailable transportation, disability specific limitations, and financial limitations. Distance and lack of access are just two threats to quality of care that now being addressed by the use of videoconferencing, information exchange, and other telecommunication technologies that facilitate telerehabilitation. This white paper illustrates and summarizes clinical and vocational applications of telerehabilitation. We provide definitions related to the fields of telemedicine, telehealth, and telerehabilitation, and consider the impetus for telerehabilitation. We review the telerehabilitation literature for assistive technology applications, pressure ulcer prevention, virtual reality applications, speech-language pathology applications, seating and wheeled mobility applications, vocational rehabilitation applications, and cost-effectiveness. We then discuss external telerehabilitation influencers, such as the positions of professional organizations. Finally, we summarize clinical and policy issues in a limited context appropriate to the scope of this paper.
Keywords: Telerehabilitation, Telehealth,Telemedicine, Telepractice
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Grosbois, Muriel. "CMC-based projects and L2 learning: confirming the importance of nativisation". ReCALL 23, nr 3 (1.09.2011): 294–310. http://dx.doi.org/10.1017/s095834401100019x.
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AbstractDespite the spread of reliable desktop audio and videoconferencing facilities, some CMC-based projects still rely on asynchronous written environments, if only because of the temporal constraints of synchronicity (Guichon, 2009; Develotte, Guichon & Vincent, 2010). Yet speaking is usually the skill students most need to improve when learning a second language (L2). This paper therefore sets out to measure the impact of distant written exchanges between Native Speakers (NS) and Non Native Speakers (NNS) on the development of NNS L2 oral output, focusing specifically on the effect of phonological nativisation. The context of this study is a teacher training programme for future primary school teachers in France. During their L2 course aiming to help them improve their mastery of English, they were given the opportunity to take part in a CMC-based project with PGCE (Postgraduate Certificate in Education) students from King's College, London. Action research was thus carried out to examine the potential of this project in the development of the participants’ L2 oral output.The L2 course being task-oriented, the trainee teachers’ L2 oral output was evaluated by means of pre- and post-tests based on tasks. The results show that stability prevails over progress, which is in keeping with the fact that interlanguage development is a long process (Chapelle, 2003: 119). The results also confirm the importance of phonological nativisation when learners have access only to written authentic input.
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Lafave, Mark R., Jeffrey M. Owen, Breda Eubank i Richard DeMont. "Development and Validation of a New Competency Framework for Athletic Therapy in Canada". Athletic Training Education Journal 16, nr 1 (1.01.2021): 71–86. http://dx.doi.org/10.4085/1947-380x-20-080.
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Context Competency-based education (CBE) is entrenched in educating health professionals in Canada. CBE is a framework that identifies desired performance characteristics in training competent, entry-level health professionals. Objective To update, develop, and validate a new Canadian Athletic Therapists Association (CATA) framework for athletic therapy education. Design Framework development occurred in 4 phases and was developed through a multistage process that involved a scoping review (phase 1) and consensus methodology (ie, a blending of modified Ebel and modified Delphi consensus methods; phases 2–4). Patients or Other Participants Phase 2: a total of 7 experts (program directors) from each Canadian accredited institution. Phase 3: a total of 14 experts (1 program director and educational expert from each accredited institution). Phase 4: a total of 7 experts (program directors) and 246 certified members of the CATA. Main Outcome Measure(s) Each phase consisted of a systematic process with 80% consensus agreement set a priori. In phase 1, a scoping review was conducted to identify common terminology that could be used to guide the framework development process and to identify competency frameworks used by other health professional organizations. Phase 2 consisted of adopting a common language that would serve to keep the expert group on the task at hand and avoid confusion. In phase 3, frameworks used by other health professional organizations were evaluated and used to determine the validity of the old CATA framework. In phase 4, the old CATA framework was updated and a new framework was developed and validated. Results In phase 1, the result of the scoping review yielded 368 papers, of which 5 were used to propose a common language for phase 2 and 9 highlighted competency frameworks used by other health professions for comparison in phase 3. In phase 3, the expert group voted unanimously to adopt and adapt the CanMEDS framework (ie, roles). In phase 4, the new CATA competency framework was validated, and most competencies achieved consensus. Competencies that did not achieve consensus in the first round of voting underwent face-to-face discussions via videoconferencing. After discussions, the remaining competencies were revised, and all newly worded competencies achieved consensus. Conclusions The resultant framework was validated, and most competencies achieved consensus. The new athletic therapy competency framework outlines the 165 competencies resulting from this methodical process and will hopefully facilitate interdisciplinary communication and practice.
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Mouzourakis, Panayotis. "Videoconferencing". Interpreting. International Journal of Research and Practice in Interpreting 1, nr 1 (1.01.1996): 21–38. http://dx.doi.org/10.1075/intp.1.1.03mou.
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The technical aspects of videoconferencing are described, with emphasis on the H 320 standards for the transmission of compressed video and audio streams. The implications of multilingual videoconferencing for sound and image quality in conference interpreting and the related cognitive, medical and psychological problems are then discussed. The suitability of this technique for various kinds of meetings and its cost effectiveness are also touched upon.
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Weda, Sukardi, Haryanto Atmowardoyo, Andi Riola Pasenrigading i Andi Elsa Fadhilah Sakti. "Anxiety and Associated Factors with Online Learning in the COVID-19 Pandemic among the EFL Students at Higher Institution in Indonesia". International Journal of Scientific and Management Research 05, nr 02 (2022): 223–35. http://dx.doi.org/10.37502/ijsmr.2022.5215.
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Online learning is defined as learning that takes place partially or entirely over the Internet which excludes purely print-based correspondence education, broadcast television or radio, videoconferencing, videocassettes, and stand-alone educational software programs that do not have a significant internet-based instructional component (Means et al., 2009). It is a crosssectional, observational study. The objective of the present study was to investigate the level of anxiety in online learning in Covid-19 pandemic among the English students from different study programs at the Faculty of Languages and Literature, State University of Makassar in 2020/2021 academic year. There were 71 respondents in this study, 64 or 79% female and 17 or 21% male with a mean age of 21.5 (SD= 2.44949). They are undergraduate students and graduate students of State University of Makassar, Indonesia. Anxiety scale 18 questionnaires adapted from MacIntyre & Gardner (1994) were given for assessment of anxiety. The study concludes that: 1) the students feel anxious during English tests online when they have not prepared their time well before the test, 2) they feel anxious if English online class is not well organized, 3) they may know the proper English expression but when they are nervous it just won't come out, and 4) they get upset when they know how to communicate something in English in online class but they just cannot verbalize what they mean. The associated factors with the online learning as other evidences of this study are: 1) immature preparations, 2) unorganized class, 3) nervous, 4) get upset.