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, 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 discussion
Program Book EARLI SIG 6/7 2010
192
196
Matteucci M.C.; Kopp B.; Tomasetto C.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/94527
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