Tutorat en ligne : analyse des pratiques d’interaction et de feedback dans un blog pour l’expression écrite en anglais LVE

Abstract : Blogs can be used in a teaching/learning situation and research has shown the motivational value of this kind of practice for the development of written productions, in a socio-constructivist background, due to the involvement of the learners in social and meaningful activities. This leads to the question of correction and feedback from the tutor's part and his place throughout the interactions. A qualitative analysis of the interactions will permit us to analyse the way the tutor finds his place in the online exchanges, in the comments. We will determine a certain amount of parameters that seem to determine his role as an online tutor, not only a language corrector but an animator, member of the debating community, engaged in a nearly symmetrical relationship with the learners. These elements enable us to understand what are the constitutive elements of a successful accompaniment, in a specific learning situation that recomposes the roles of the different actors and modifies the way the pedagogical communication takes place, online.
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https://hal.archives-ouvertes.fr/hal-02010388
Contributor : Aurélie Toqué <>
Submitted on : Thursday, February 7, 2019 - 10:33:55 AM
Last modification on : Friday, June 14, 2019 - 1:18:06 AM
Long-term archiving on : Wednesday, May 8, 2019 - 2:12:52 PM

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Annick Rivens Mompean. Tutorat en ligne : analyse des pratiques d’interaction et de feedback dans un blog pour l’expression écrite en anglais LVE. EPAL - Echanger Pour Apprendre en Ligne, Jun 2011, Grenoble, France. ⟨hal-02010388⟩

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