Assessment of the potential of webcamming for language instruction via videoconferencing facilities
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 26, 2009 in Vancouver, Canada ISBN 978-1-880094-76-1
Abstract
This paper will explore how teachers in training learn the skills necessary to deal with the complexities of teaching with a synchronous multimodal setup. Both communicational and pedagogical aspects of these skills will be examined through an analysis of the various ways in which graduate students of education – currently learning to tutor online – choose to use the multimodal resources available in desktop videoconferencing (DVC) environments in order to monitor online pedagogical interactions. The database chosen for the behavioral study of five instructors represents 38 min. 23 sec. of screen captures and 2hrs and 35min of semi-directive interviews. This study brings to light the fact that a pedagogical communication situation is liable to generate different utilizations of webcamming according to the instructors’ preferences, the pedagogical potential they grant it and the confidence developed as to the use of different resources and simultaneously generated modalities.
Citation
Develotte, C., Guichon, N. & Vincent, C. (2009). Assessment of the potential of webcamming for language instruction via videoconferencing facilities. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1589-1596). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/32686.
© 2009 AACE