Following the themes presented in each task, students in both countries, studied and researched a variety of topics, while being exposed to new vocabulary and expressions, which were highlighted using hyperlinks that allowed the students to discover more about their meaning and how to use them appropriately. Communicating via Google Hangouts and Skype students discussed what they had discovered with their partners and shared their opinions and experiences. Furthermore, they helped one another clarifying any issues they encountered in a student led e-learning partnership.
Not all learners were able to complete and publish their work online. However, after the initial bond had been developed, the students got to know each other and continued to contact one another using the target language. They queried their language work and reflected about their learning processes, realising common issues experienced by Spanish speakers learning English and vice versa.
Feedback showed some students found it difficult to commit to the pilot due to a variety of reasons: family related issues (2 students), health issues (1 student), job related issues (2 students), poor Internet connection (2 students). There are also other issues which the tutors involved in the project noted: assessed work towards their degree took priority over the pilot (students reported this too), poor organisation skills, inconstancy, not being used to work in groups, not being used to work autonomously, having incompatible timetables (reported by the students). Therefore, making TANGO, or any other collaborative learning project, compulsory - including the students’ portfolios in the assessment and examination weighting - would be crucial to accomplish higher success.
I made the mistake of expecting 21st century university students to be more computer savvy than they were. Initially, about 20% of students - both York’s and Oviedo’s - had good IT skills and managed to publish work in their websites successfully. However, having been approached by students who did not feel confident using Google Sites, I ran a couple of sessions after my lessons to show my students who participated in TANGO how to upload, edit and publish their work in their e-portfolios. Moreover, taking onboard ongoing student feedback and queries, I kept updating the Guidelines accordingly and I also I emailed advice to all: students in York and Oviedo; the Coordinator in Oviedo and the participating module tutors (Appendix 5.3).
Overall our students at York were more consistent and reliable than those in Oviedo. Being able to provide close support and monitoring to my students was undoubtedly a key aspect to keep the students engaged and maintain their motivation. TANGO was more than an e-learning collaborative project for the students in York, it was also blended learning.
Not all learners were able to complete and publish their work online. However, after the initial bond had been developed, the students got to know each other and continued to contact one another using the target language. They queried their language work and reflected about their learning processes, realising common issues experienced by Spanish speakers learning English and vice versa.
Feedback showed some students found it difficult to commit to the pilot due to a variety of reasons: family related issues (2 students), health issues (1 student), job related issues (2 students), poor Internet connection (2 students). There are also other issues which the tutors involved in the project noted: assessed work towards their degree took priority over the pilot (students reported this too), poor organisation skills, inconstancy, not being used to work in groups, not being used to work autonomously, having incompatible timetables (reported by the students). Therefore, making TANGO, or any other collaborative learning project, compulsory - including the students’ portfolios in the assessment and examination weighting - would be crucial to accomplish higher success.
I made the mistake of expecting 21st century university students to be more computer savvy than they were. Initially, about 20% of students - both York’s and Oviedo’s - had good IT skills and managed to publish work in their websites successfully. However, having been approached by students who did not feel confident using Google Sites, I ran a couple of sessions after my lessons to show my students who participated in TANGO how to upload, edit and publish their work in their e-portfolios. Moreover, taking onboard ongoing student feedback and queries, I kept updating the Guidelines accordingly and I also I emailed advice to all: students in York and Oviedo; the Coordinator in Oviedo and the participating module tutors (Appendix 5.3).
Overall our students at York were more consistent and reliable than those in Oviedo. Being able to provide close support and monitoring to my students was undoubtedly a key aspect to keep the students engaged and maintain their motivation. TANGO was more than an e-learning collaborative project for the students in York, it was also blended learning.