Skip to content
Topics
Carolin Fuchs

Teaching Professor in the World Languages Center and English; Coordinator of Online Teaching and Learning, CSSH

Carolin Fuchs’ research interests lie at the intersection of technology and language education, with a focus on virtual exchanges (telecollaboration), learner autonomy, online teaching, and task design. She has taught at City University of Hong Kong; Teachers College, Columbia University; University of California Berkeley, and Middlebury Institute of International Studies at Monterey. Her work has been published in CALICO, CALL, Language Learning & Technology, ReCALL, and TESOL Quarterly. She is one of the Editors-in-Chief of the Journal of Virtual Exchange (https://journal.unicollaboration.org/) and serves as First Publications Officer for UNICollaboration (https://www.unicollaboration.org/); she also served as Editor of the NYS TESOL Journal.

  • Course Enhancement Funds, The University Grants Committee of Hong Kong, Teaching & Learning Project on Information Literacy: Enhancing Student Learning through Information Literacy, July 15, 2016 – May 16, 2017. HKD 15,000.
  • Task-Based Collaboration in Flipped Classroom Mode – A Model for Language Teacher Education. Start-Up Grant, City University of Hong Kong. Amount: HKD 198,496, 2016 – 2018, Principal Investigator (PI).
  • Computer-mediated ethnographic research through international collaboration – A pilot study. Teaching Development Grant, City University of Hong Kong. Amount: HKD 117,908, 2016 – 2017, Principal Investigator (PI).
  • Award for Dedicated Services, 2011-2012, Teachers College, Columbia University.
  • Ph.D. Scholarship, Hans Böckler Stiftung (Hans Böckler Foundation), July 2003 – March 2006.
  • Fuchs, C., Lo, F., Thapa, S. (2020a). Linguistic and non-linguistic choices and attitudes in an East-West telecollaboration. In: A. Oskoz & M. Vinagre (Eds.), Understanding Attitude in Intercultural Virtual Communication (pp. 97-116). San Marcos, TX: CALICO Monograph Series. Equinox Publishing Ltd.
  • Fuchs, C. (2020b). “Soy estudiante de ingles” – A telecollaborative approach to intercultural and ethnographic engagement in a Hong Kong university course. The JALT CALL Journal, 16(1), 3-27. https://doi.org/10.29140/jaltcall.v16n1.290
  • Fuchs, C. (2020c). Cultural and Contextual Affordances in Language MOOCs – Student Perspectives. International Journal of Online Pedagogy and Course Design (IJOPCD), 10(2), 48-60. DOI: 10.4018/IJOPCD.2020040104
  • Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration. Language Learning & Technology, 23(3), 74–97. http://hdl.handle.net/10125/44697
  • Fuchs, C. (2018). Of tools and tasks: A Hong Kong-Germany telecollaboration. The European Journal of Applied Linguistics and TEFL Special issue on educational technology in English Language Learning and teaching, 7(2), 137-156.
  • Fuchs, C. Snyder, B., Tung, B., & Han, Y. (2017a). The multiple roles of the task design mediator in telecollaboration. ReCALL, 29(3), 239-256. doi:10.1017/S0958344017000088
  • Fuchs, C. (2017b). Learner Autonomy in Beginning Language MOOCs (LMOOCs): The Student Teachers’ Perspective. In: M. Cappellini, T. Lewis, & A. Rivens Mompean, Learner Autonomy and Web 2.0. Equinox eBooks Publishing, United Kingdom (pp. 168-197). San Marcos, TX: CALICO Monograph Series. ISBN 9781781795972. doi: 10.1558/equinox.32711
  • Fuchs, C. (2016a). “Are you able to access this website at all?” – Team negotiations and macro-level challenges in telecollaboration. CALL Journal, 29(4), 1-17.
  • Rubio, F., Fuchs, C. & Dixon, E. (2016b). Language MOOCs: Better by design. In E. Martín-Monje, I. Elorza, & B. Garcia Riaza (Eds.), Technological Advances in Specialized Linguistic Domains. London, UK: Routledge (pp. 177-188).
  • Fuchs, C. (2015). “Use of the wiki for cross-institutional collaborations.” International Journal of Online Pedagogy and Course Design, 5(1), 1-19.
  • Fuchs, C. & Akbar, F. (2013). “Use of Technology in an Adult Intensive English Program – Benefits and Challenges.” TESOL Quarterly, 47(1), 156-167.
  • Fuchs, C. & Snyder, B. (invited – 2013). It’s not just the tool: Instructional design for exploiting the potential of social networking. In: M.-N. Lamy & K. Zourou. Social networking for language education. Palgrave MacMillan, London, UK. (pp. 117-134).
  • Fuchs, C., Hauck, M. & Müller-Hartmann, A. (2012a). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82–102. http://www.lltjournal.org/item/2787
  • Vandergriff, I. & Fuchs, C. (2012b). Humor Support in Synchronous Computer-Mediated Classroom Discussions. International Journal of Humor Research, 25(4), 437–458.
  • Fuchs, C. (2009). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
  • Fuchs, C. (2006). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europäischer Verlag der Wissenschaften.
  • Fuchs, C. (2001). Munich – Monterey online: Integrating email and chat to foster reading and writing skills in a distance learning course. In Y. Saito-Abbott, R. Donovan, T.F. Abbott, & P. Kennedy, (Eds.), Digital Stream 2000: Emerging technologies in teaching languages and cultures (pp. 147-165). San Diego State University, CA: The Language Acquisition Resource Center (LARC).