Challenging but Rewarding Aspects of Telecollaboration: The Case of Virtual Israeli-Polish (VIP) Project

Abstract

Starting from the premise that implementing telecollaboration can be a challenging enterprise, it is assumed that such virtual exchanges bring positive outcomes. Despite rich body of research on telecollaboration, few studies to date have explored group dynamics in the context of online exchange. The current research examined an Israeli-Polish (N = 100) telecollaborative intercultural experience. The Israeli participants were students from a BEd program in informal education and Polish students from a BA program in translation. The main purpose of the telecollaborative project was to develop English linguistic skills and intercultural communicative competence (Byram, 1997) of the students. However, the present study aimed to investigate how the group dynamics influenced the telecollaboration process and the project outcomes. The students engaged in the exchange of asynchronous video recordings (Vlogs), collaborative synchronous meetings on Zoom, and completed an on-line questionnaire. This paper outlines some of the challenges related to the international telecollaboration, including technological and institutional difficulties, context-specific demands, and some individual differences of the participants. Through “thematic analysis” (TA) (Braun & Clarke, 2012) the authors of the paper explored levels of “failed communication” (O’Dowd & Ritter, 2006) and how they impacted the ongoing development of the collaboration both technically and in terms of content and development of interaction skills to uncover certain themes that referred to learners’ and instructors’ challenges. The study concludes with pedagogical implications for more effective implementation of telecollaboration in higher education.