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ERIC Number: EJ835483
Record Type: Journal
Publication Date: 2006-May
Pages: 22
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0742-7778
Collective Activity and Tutor Involvement in E-Learning Environments for Language Teachers and Learners
Mangenot, Francois; Nissen, Elke
CALICO Journal, v23 n3 p601-622 May 2006
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. (Contains 1 table, 2 figures and 5 notes.)
Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A