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In this article, we present the initial results of the first phase of our international Research Network, which sets out to revisit the current needs of language teachers in terms of training to achieve the integration of technology within their educational contexts. We focus on the type of needs and their order of priority from the viewpoint of English as a Second/Foreign Language (ESL/EFL) teachers and suggest some recommendations for training programs. These data, collected via an online questionnaire distributed in several countries, were analyzed quantitatively and qualitatively in relation to participants’ perceptions of needs regarding language education technology, as well as participants’ perceptions of the “ideal” teacher, and their relation to the use of technology. Results indicate that despite overall satisfaction regarding training received, many teachers mention their need for a post-training follow-up. They also express interest in developing “learning task design” skills and in exploring course management platforms such as Moodle. Furthermore, while most participants fully or partially agree with the relationship between technology and excellence in language teaching, their definition of the “ideal” language teacher rarely includes the use of technology. A shift in “ideal” teacher beliefs seems, therefore, necessary for better adoption and use of technology in language education.

Randomised Control Trials (RCTs) are an evidence-based research approach which has not yet been adopted and widely used in open and distance education to inform educational policy and practice. Despite the challenges entailed in their application, RCTs hold the power to robustly evaluate the effects of educational interventions in distance learning and conclude on whether (or not) these interventions should be adopted and used extensively. The aim of this paper is to spark discussions around the use of RCTs in distance learning by illustrating their benefits and drawbacks including challenges in adopting RCTs in education. To achieve this aim, a RCT was implemented to examine whether a small-scale intervention in four language modules could improve attendance at an end-of-module speaking assessment, and in consequence, performance, completion and pass rates. Results raise the need for further research in order to identify what type of interventions should be designed and put into practice to elicit a positive impact on learners. The paper concludes with a discussion on why RCTs should be brought to the forefront as a viable method for the effective evaluation of the impact of open learning analytic interventions.

Over recent years educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online they may not have the necessary skills to do so successfully. Thus, a small scale professional development programme was set up and piloted by two distance universities. The aims were to develop teachers’ experience of online group work; to trial a set of pilot activities which would raise awareness of factors contributing to successful collaborative online activity; and to identify professional development needs in this area. This article reports on the hands-on experience of a group of 20 teachers, examines some of the competences that are needed to successfully collaborate in virtual environments, and presents the skills that teachers need to foster online collaborative learning in the virtual classroom. Quantitative and qualitative data were collected, examining the levels of participation among participants, the collaborative activity of two groups, and teacher perception of the collaboration which took place. The skills identified include planning and managing the collaboration, designing appropriate activities, giving clear instructions and getting students to negotiate ground rules for participation, moderating at the right level, and choosing the right environment and the appropriate tool(s). While this study was carried out with language teachers, many of the findings are applicable to other subject areas where growing emphasis is placed on the development of collaborative skills.

This case study presents the staff-development perspective of the ‘Collaborative Writing and Peer Review Project’ developed at the Department of Languages, at the Open University, UK, between November 2011 and March 2012. The project was set up to promote the professional development of teachers through collaborative writing and peer review, encouraging open educational practices (OEP) and by extension the production and publication of teaching resources in an open repository. As teacher developers working in a blended environment, the authors facilitate opportunities for sharing and developing good practice as part of a broad staff development programme to help teachers understand and integrate innovative approaches into their practice. Participants in this project brought with them a range of experiences as practitioners from their work with language students both at and outside the University. This case study focuses on the professional development aspect of this initiative. It presents the different aspects of the process and analyses teachers’ involvement with social online tools and the impact on teaching practice of engaging with the process of collaboration.

Randomised Control Trials (RCTs) are an evidence-based research approach which has not yet been adopted and widely used in open and distance education to inform educational policy and practice. Despite the challenges entailed in their application, RCTs hold the power to robustly evaluate the effects of educational interventions in distance learning and conclude on whether (or not) these interventions should be adopted and used extensively. The aim of this paper is to spark discussions around the use of RCTs in distance learning by illustrating their benefits and drawbacks including challenges in adopting RCTs in education. To achieve this aim, a RCT was implemented to examine whether a small-scale intervention in four language modules could improve attendance at an end-of-module speaking assessment, and in consequence, performance, completion and pass rates. Results raise the need for further research in order to identify what type of interventions should be designed and put into practice to elicit a positive impact on learners. The paper concludes with a discussion on why RCTs should be brought to the forefront as a viable method for the effective evaluation of the impact of open learning analytic interventions.

Despite their potential to robustly evaluate the effects of educational interventions, Randomised Control Trials (RCTs) in education, particularly in assessment and evaluation in blended or distance learning studies, are scarce. This proposal reports the implementation of a RCT to evaluate the effectiveness of a short-scale intervention (i.e., motivational encouragement) which aimed to improve students' attendance of final exam, completion and pass rates in four online language courses. Results revealed that the specific intervention was not adequate to improve students' performance and attendance. More studies are needed to identify the types of interventions that would elicit positive learning outcomes. To assist practitioners with the implementation of RCTs in education, a learning analytics framework (Analytics4Action Evaluation Framework) is described.

This case study presents the staff-development perspective of the ‘Collaborative Writing and Peer Review Project’ developed at the Department of Languages, at the Open University, UK, between November 2011 and March 2012. The project was set up to promote the professional development of teachers through collaborative writing and peer review, encouraging open educational practices (OEP) and by extension the production and publication of teaching resources in an open repository. As teacher developers working in a blended environment, the authors facilitate opportunities for sharing and developing good practice as part of a broad staff development programme to help teachers understand and integrate innovative approaches into their practice. Participants in this project brought with them a range of experiences as practitioners from their work with language students both at and outside the University. This case study focuses on the professional development aspect of this initiative. It presents the different aspects of the process and analyses teachers’ involvement with social online tools and the impact on teaching practice of engaging with the process of collaboration.

Over recent years educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online they may not have the necessary skills to do so successfully. Thus, a small scale professional development programme was set up and piloted by two distance universities. The aims were to develop teachers’ experience of online group work; to trial a set of pilot activities which would raise awareness of factors contributing to successful collaborative online activity; and to identify professional development needs in this area. This article reports on the hands-on experience of a group of 20 teachers, examines some of the competences that are needed to successfully collaborate in virtual environments, and presents the skills that teachers need to foster online collaborative learning in the virtual classroom. Quantitative and qualitative data were collected, examining the levels of participation among participants, the collaborative activity of two groups, and teacher perception of the collaboration which took place. The skills identified include planning and managing the collaboration, designing appropriate activities, giving clear instructions and getting students to negotiate ground rules for participation, moderating at the right level, and choosing the right environment and the appropriate tool(s). While this study was carried out with language teachers, many of the findings are applicable to other subject areas where growing emphasis is placed on the development of collaborative skills.

In this article, we present the initial results of the first phase of our international Research Network, which sets out to revisit the current needs of language teachers in terms of training to achieve the integration of technology within their educational contexts. We focus on the type of needs and their order of priority from the viewpoint of English as a Second/Foreign Language (ESL/EFL) teachers and suggest some recommendations for training programs. These data, collected via an online questionnaire distributed in several countries, were analyzed quantitatively and qualitatively in relation to participants’ perceptions of needs regarding language education technology, as well as participants’ perceptions of the “ideal” teacher, and their relation to the use of technology. Results indicate that despite overall satisfaction regarding training received, many teachers mention their need for a post-training follow-up. They also express interest in developing “learning task design” skills and in exploring course management platforms such as Moodle. Furthermore, while most participants fully or partially agree with the relationship between technology and excellence in language teaching, their definition of the “ideal” language teacher rarely includes the use of technology. A shift in “ideal” teacher beliefs seems, therefore, necessary for better adoption and use of technology in language education.

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