In the framework of a European Socrates-Minerva project, the learner-tutor interaction has been investigated as key aspect in order to foster collaborative knowledge construction. Aiming at identifying effective supporting strategies, seventy-eight e-tutors from 17 different European countries completed a questionnaire on their actual experience asking for main support methods. Results showed that e-tutors support collaborative learning in providing specific technical and didactical support and in fostering the collaborative learning process, especially content-specific activities like online discussion
Motivated (e)-learning : results of a European project as starting point to explore social-psychological dimensions of effective social interaction / Matteucci M.C.; Kopp B.; Tomasetto C.. - ELETTRONICO. - (2010), pp. 192-196. (Intervento presentato al convegno EARLI SIG 6 & 7 Conference on Instructional Design and Learning and Instruction with Computers. Ulm (Germany). August 30th to September 1st, 2010 - Ulm, Germany tenutosi a Ulm (Germany) nel August 30th - September 1st, 2010).
Motivated (e)-learning : results of a European project as starting point to explore social-psychological dimensions of effective social interaction.
MATTEUCCI, MARIA CRISTINA;TOMASETTO, CARLO
2010
Abstract
In the framework of a European Socrates-Minerva project, the learner-tutor interaction has been investigated as key aspect in order to foster collaborative knowledge construction. Aiming at identifying effective supporting strategies, seventy-eight e-tutors from 17 different European countries completed a questionnaire on their actual experience asking for main support methods. Results showed that e-tutors support collaborative learning in providing specific technical and didactical support and in fostering the collaborative learning process, especially content-specific activities like online discussionI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
