In this paper we will describe an experimental research project aimed at establishing how an online intervision tool may enhance the output of workplace learning by second year student language teachers. This research project was the first of a series of pilot projects carried out within the framework of the lectorates “ICT and workplace learning” and “Open Innovation” of the NHL University of Applied Sciences in the Netherlands. In this first pilot study designed and built an online intervision tool and we researched how students scored the added value of this online intervision compared to traditional “physical” peer intervision or counselling.
For the purpose of our research we asked 28 students who had followed the physical and online intervision trajectory to fill out a questionnaire, the results of which will be described below. Where 100 % of the students are of the opinion that workplace learning and face-to-face intervision are excellent to develop most of their teaching competencies, 68% indicate that they see online peer intervision as a valuable addition to the more traditional face-to-face approach. In qualitative terms students indicated that online intervision is a valuable addition a. since it gives a chance to elaborate on dilemmas outside the classroom and b. since it gives the dilemmas a more permanent status. Most students pointed to the fact that the online intervision tool would need to be improved in terms of functionalities and structure.
|Keywords:||Authentic Tasks, Peer Consultation, E-didactics, Global E-citizenship, Online Coaching, Community of Learners|
Teacher Trainer/Curriculum Development, Teacher Training Faculty, NHL University of Applied Sciences, Leeuwarden, Netherlands
Teacher Trainer/IT Coordinator, Teacher Training Faculty, NHL University of Applied Sciences, Leeuwarden, Netherlands