Rivista | EL.LE
Journal Issue | 3 | 2 | 2014
Articolo | Formazione online degli insegnanti di lingue via web-forum
Formazione online degli insegnanti di lingue via web-forum
Valutazione della presenza didattica
Abstract
We (Celentin e Da Rold 2004) have analysed the interaction between students in three web-forums of the Master Itals.1 This study was based on the model of content analysis proposed by Garrison, Anderson, Archer in Practical Inquiry Model (2001), which suggested to evaluate the knowledge building development in relation to variables of on-line teaching course. Our analysis stressed the role of tutors in on-line learning environments. Their chosen strategies are pedagogically of pivotal importance for the mind-set of learners. In particular, we noticed that tutors’ directions were extremely influential on the quality and typology of students’ reac- tion and knowledge building. Thus, we have reconsidered this prominent process. Focusing on the leading role of the tutor, we analysed his/her teaching methodologies with a view to note how a particular approach could enhance students’ competence more than another. We used Anderson, Garrison, Rourke and Archer, Assessing Teaching Presence in a computer conferenc- ing context (2001) as a base for our investigation, which is carried out on 2 web-forums of the Master Itals directed by two tutors - a female and a male - with different teaching approaches and style. The final aim of this research is to collect additional data on teaching and learning re- lationship. Any additional considerations and suggestions, which such a data may uncover, will help to sift through different methodologies and detect more effective ways to achieve learning aims and objectives by tutors who are engaged in web-forum teaching environments.
Pubblicato 01 Luglio 2014 | Lingua: it
Copyright © 2014 Paola Celentin, Marilena Da Rold. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.14277/2280-6792/102p
