Abstract
The article evaluates the influence of teachers on the successful design of group work in virtual exchange projects. It is based on experience and data from surveys obtained as part of the exchange of language courses at the Technical University of Liberec and the Technical University of Dresden. The data are evaluated in the context of the “Communities of Inquiry” concept. The focus is on the demands placed on teacher support (Teaching presence). Particular attention is paid to the involvement of students in the process of moderating and managing learning processes and related mediation requirements. The article concludes with suggestions for organizational and didactic support for binational, virtually assembled teams at lower levels of linguistic competence.
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