Abstract: Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success.
Abstract: This paper presented a collaborative education model,
which consists four parts: collaborative teaching, collaborative
working, collaborative training and interaction. Supported by an
e-learning platform, collaborative education was practiced in a data
structure e-learning course. Data collected shows that most of students
accept collaborative education. This paper goes one step attempting to
determine which aspects appear to be most important or helpful in
collaborative education.
Abstract: Networked schools have become a feature of
education systems in countries that seek to provide learning
opportunities in schools located beyond major centres of population.
The internet and e-learning have facilitated the development of
virtual educational structures that complement traditional schools,
encouraging collaborative teaching and learning to proceed. In rural
New Zealand and in the Atlantic Canadian province of
Newfoundland and Labrador, e-learning is able to provide new ways
of organizing teaching, learning and the management of educational
opportunities. However, the future of e-teaching and e-learning in
networked schools depends on the development of professional
education programs that prepare teachers for collaborative teaching
and learning environments in which both virtual and traditional face
to face instruction co-exist.