Nos intercâmbios virtuais, o primeiro contato entre os estudantes é um momento chave, já que determina a forma como os estudantes se relacionarão entre si durante todo o processo de aprendizagem. O aplicativo Flipgrid pode ser uma ferramenta útil para desenvolver um primeiro contato tanto em projetos de telecolaboração como em contextos educativos digitais. O objetivo desse artigo é explorar as estratégias técnicas, comunicativas e afetivas que os estudantes que participaram em o projeto de telecolaboração HI-UB durante o semestre de primavera de 2019 utilizaram em suas primeiras interações para alcançar a proximidade. Os dados foram obtidos tanto das gravações em vídeo realizadas em Flipgrid por 22 alunos do programa de Máster da Universidade de Barcelona e 11 estudantes de espanhol como língua estrangeira da Universidade de Islândia, como de suas reflexões. Os resultados mostram que este primeiro encontro assíncrono em vídeo lhes foi útil, já que os ajudou a reduzir a ansiedade, proporcionou uma boa atmosfera emocional e fomentou sua motivação às tarefas posteriores do projeto de telecolaboração.
This study focuses on the identification and analysis of social presence (Garrison, 2009) in the interaction established during the development of a language learning task based on the “smart” use of Whatsapp. This digital task is the second of the HI-UB telecollaboration project amongst learners of Spanish from the University of Island (HI) and pre-service teachers from the University of Barcelona (UB). The task aims for the HI students to practise the language and for the UB pre-service teachers to reinforce the initial encounters of the previous videoconferencing task, to create a climate of confidence trying to consolidate a sense of belonging to a language learning community and to explore mobile instant messaging (MIM) as a pedagogical tool.
This chapter explores WhatsApp interactions and the benefits of mobile instant messaging (MIM) in teaching and learning processes within the context of an inter-university telecollaboration project. From a cyberpragmatic framework, this study analyses how the participants communicate by taking advantage of the possibilities of the medium and considering its constraints, as well as how the creative use of the multimodal elements fosters the development of learners' communicative competence. After categorising the learning activities, a mixed-method analysis was performed to identify which multimodal elements were used and what pragmatic effects they had in the analysed WhatsApp conversations. Of these multimodal elements, emojis have been explored in greater depth owing to their pragmatic relevance in MIM. The results show a rich communication landscape in which multimodal elements play a significant role in generating conversation topics, establishing a friendly and safe learning atmosphere, facilitating communication, and providing language learning opportunities.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.