Lucía Pintado Gutiérrez, Begoña F. Gutiérrez, Inmaculada Gómez Soler
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引用次数: 0
摘要
在外语教育(FLE)中,涉及视频会议的虚拟交流(VE)正变得越来越普遍。可以预见,学生们将面临挑战,因为他们可能还没有掌握成功自然地进行这类在线跨文化互动所需的技能。为了让他们从协作学习体验中获得最大收益,教师必须参与到指导学生如何协作学习的过程中。有鉴于此,本案例研究通过对干预前后的视频会议记录以及学生在个人档案中的反思进行定性内容分析,分析了 VE 教师的指导对学生视频会议技能发展的影响。尽管发现了一些局限性,但本研究的结果表明,提供充分的视频会议指导对于改善 VE 学习体验及其学习成果非常重要。
Pedagogical mentoring in virtual exchange: Developing students’ videoconferencing skills
In the context of foreign language education (FLE), virtual exchanges (VE) involving videoconferencing are becoming an increasingly widespread practice. It is to be expected that students face challenges as they may not have developed the skills necessary to successfully carry out these types of online intercultural interactions naturally. In order for them to get the most out of the collaborative learning experience, teachers must engage in the process of teaching students how to do so. With this in mind, this case study analyses the impact that VE teachers’ mentoring had on the development of students’ videoconferencing skills by conducting a qualitative content analysis of pre- and post-intervention videoconference recordings, as well as students’ reflections in their personal portfolios. Despite the limitations identified, the results of this study point to the importance of providing adequate videoconferencing mentoring to improve the VE learning experience and its learning outcomes.