Researchers investigating network-based language teaching (NBLT) seldom relate to computer-supported collaborative learning (CSCL), an important field in educational research which strongly stresses the value of group learning, adopting Vygotskian and Brunerian sociocultural views. As a result, the concept of collaboration is scarcely considered or discussed by NBLT researchers. However, choosing between collaborative-or noncollaborative-learning settings when designing a distance learning course has a strong influence on tutor involvement. This paper explores the issue, thus attempting to bridge the gap between NBLT and CSCL. It does so by qualitatively analyzing online interactions in several distance learning courses (collaborative and noncollaborative) and by examining these verbal exchanges in the light of collective activity, learners' social autonomy, and tutor role and involvement. The methodological approach is qualitative and consists in analyzing, a posteriori, online interactions between learners and tutors. After having defined the theoretical framework, the authors compare structures of online interaction in two preservice teacher courses, focusing on the role of the tutor and the issue of student autonomy. Finally, they examine more precisely some features of collaboration, analyzing tutor and student interactions in an online language course.
This paper discusses the design and implementation of a task-oriented collaborative learning (and training)
experimental project that was carried out with future language teachers. More specifically, a class of sixteen French students
enrolled in a Masters of Education course were asked to create multimedia resources for a group of Australian students with no prior
knowledge of French. This paper deals only with issues concerning French
students’ multimedia creations, not with the second phase of interactions with the Australian target group.
The theoretical background is situated and collaborative learning and training: the French students worked in pairs,
creating multimedia activities based on their culture for real students in a different location. They communicated with each
other during weekly classes and via a groupware tool. A triangulated data method
was used incorporating the students’ multimedia outcome, questionnaires and semi-directive interviews. The following
issues are discussed: what is the effect of such situated learning settings on motivation, commitment and computer literacy?
What image did the French students have of the Australian students and which cultural aspects did they try to convey?
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