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To do so, it reviews recent literature in the field and extracts recurring themes from the Telecollaboration in Higher Education conference held at Trinity College Dublin, Ireland (21–23 April 2016). Key trends include diversification of telecollaborative partnerships and networks, greater use of critical and cross-disciplinary approaches, integration with other education modes, and the rise of videoconferencing for online intercultural interaction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emerging-trends-and-new-directions-in-telecollaborative-learning/595651/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emerging-trends-and-new-directions-in-telecollaborative-learning/595651.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What emerging trends does the article identify in telecollaborative learning?","Question",{"text":112,"@type":113},"It highlights diversification of telecollaborative partnerships and networks, increased critical and cross-disciplinary approaches, integration of telecollaboration with other education modes, and growing use of videoconferencing for online intercultural interaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is telecollaboration described as an online learning approach?",{"text":117,"@type":113},"Telecollaboration engages learners in interaction and collaboration with distant classes via online communication technologies, guided by teachers or trained facilitators, with intercultural dialogue centered on student-centered, collaborative learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the difference between the two traditional telecollaboration models mentioned?",{"text":121,"@type":113},"One is the e-tandem model, focusing on learner autonomy and continued language learning beyond the classroom; the other is intercultural telecollaboration, emphasizing intercultural and sociocultural aspects prominent in the late 1990s and early 2000s.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595651,1792166599,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nReview Article  \nEmerging Trends and New Directions in Telecollaborative Learning  \nRobert O’Dowd  \nAbstract  \nThis article provides an overview of the most significant emerging trends and tendencies in telecollaborative practice. In order to achieve this, I review the recent literature in the area and I identify recurring themes from the Telecollaboration in Higher Education conference which took place in Trinity College Dublin, Ireland from 21 to 23 April 2016. The main trends identified include the diversification of telecollaborative partnerships and networks, the rise of critical and cross-disciplinary approaches to telecollaboration, the combination and integration of telecollaboration with other modes of education, and, finally, the emergence of videoconferencing as an important tool for online intercultural interaction.  \nKeywords: telecollaboration; virtual exchange; online learning  \nIntroduction  \nIn today’s networked and globalized world, the ability to collaborate and communicate online across cultural, national and regional divides is becoming an increasingly important aspect of the global workplace (Diamond, Walkley, Forbes, Hughes, & Sheen, 2011; Grandin & Hedderich, 2009) . A scalable and durable way to give students first-hand experience of such virtual collaborative learning is through telecollaboration or “Online Intercultural Exchange.”This form of online learning involves engaging learners in interaction and collaboration with classes in distant locations through online communication technologies under the guidance of teachers or trained facilitators (Lewis  \nAffiliation  \nUniversity of León, Spain. email: [raodo@unileon.es](raodo@unileon.es)  \ncalico journal vol 33.3 2016 291–310 ©2016, equinox publishing  \ndoi : 10.1558/cj.v33i3.30747  \n292 New Directions in Telecollaborative Learning  \n& O’Dowd, 2016) . In contrast to many forms of online learning which are based on the transfer of information through video lectures and shared files, intercultural dialogue is at the center of learning in telecollaboration, which is based on student-centered, collaborative approaches to learning where knowledge and understanding are constructed through interaction and negotiation. It is also considered in some quarters as a valid option for providing an international experience for those students who are unwilling or unable to engage in physical mobility programs (Kinginger, 2009; O’Dowd, 2016) .  \nTelecollaboration is well known in the CALICO community, and it has now been employed and researched in university foreign language education for more than 20 years (see early reports in Cummins & Sayers, 1995; Warschauer, 1995) . During this period, we have seen the activity play an increasingly important role in Computer Assisted Language Learning (CALL) research and practice (see overviews by Thorne, 2006; Lewis & O’Dowd, 2016), and recent years have also witnessed a growing awareness of telecollaboration in mainstream foreign language education—particularly at the university level (see Corbett, 2010; Liddicoat & Scarino, 2013) . With this in mind, it is appropriate to review briefly the recent past and the “state of the art” in telecollaborative research and practice, before moving on to explore new directions intelecollaborative learning initiatives and new trends in research studies in this area.  \nTwenty Years of Telecollaborative Practice  \nTelecollaboration has gone by different names depending on the educational context and the pedagogical focus of its practitioners. Over the past number of years, the activity has been referred to as Online Intercultural Exchange (O’Dowd, 2007), Virtual Exchange (Helm, 2016), Collaborative Online International Learning (COIL) (Rubin, 2016); Internet-mediated Intercultural Foreign Language Education (Belz & Thorne, 2006), and e-tandem (O’Rourke, 2007) or Teletandem (Telles & Leone, 2016) . In preuniversity education, specific providers of tele","cbCaifUddot01i4R","https://ap.wps.com/l/cbCaifUddot01i4R","pdf",376989,"English","# Introduction\n# Twenty Years of Telecollaborative Practice","[{\"question\":\"What emerging trends does the article identify in telecollaborative learning?\",\"answer\":\"It highlights diversification of telecollaborative partnerships and networks, increased critical and cross-disciplinary approaches, integration of telecollaboration with other education modes, and growing use of videoconferencing for online intercultural interaction.\"},{\"question\":\"How is telecollaboration described as an online learning approach?\",\"answer\":\"Telecollaboration engages learners in interaction and collaboration with distant classes via online communication technologies, guided by teachers or trained facilitators, with intercultural dialogue centered on student-centered, collaborative learning.\"},{\"question\":\"What is the difference between the two traditional telecollaboration models mentioned?\",\"answer\":\"One is the e-tandem model, focusing on learner autonomy and continued language learning beyond the classroom; the other is intercultural telecollaboration, emphasizing intercultural and sociocultural aspects prominent in the late 1990s and early 2000s.\"}]","Emerging Trends and New Directions in Telecollaborative Learning | PDF",1792081554]