Vol 8 (2020): Learning, Competencies and Human Resources
EMEMITALIA2019 Peer Reviewed Papers

Progetto t-CLA: il ruolo del tutor online nell’erogazione di un corso blended di lingua inglese

Monique Carbone Cintra
UNIPG
Published February 20, 2020
Keywords
  • glottodidattica online,
  • blended learning,
  • e-tutor
How to Cite
Carbone Cintra, M., Sola, C., Filomia, M., Falcinelli, F., Avellini, L., & Boone, J. (2020). Progetto t-CLA: il ruolo del tutor online nell’erogazione di un corso blended di lingua inglese. Reports on E-Learning, Media and Education Meetings, 8(1), 220-226. Retrieved from http://je-lks.org/ojs/index.php/R-EMEM/article/view/1135219

Abstract

Il contributo presenta un progetto di ricerca in corso di svolgimento presso il Centro Linguistico di Ateneo (CLA) dell’Università degli Studi di Perugia che vuole indagare l’importanza del ruolo dell’e-tutor in un corso di Inglese B1 erogato in modalità blended. Il contributo presenta il percorso di formazione e il processo di tutoring online considerato come fattore critico di successo nell'apprendimento dell'e-learning da parte degli studenti. Il progetto presentato ha previsto tre fasi: la formazione iniziale degli e-tutor, l’erogazione del corso in blended, la valutazione del percorso.

 

References

  1. Ardizzone P., Rivoltella P.C. (2003). Didattiche per l’e-learning. Metodi e strumenti per l’innovazione dell’insegnamento universitario. Roma: Carocci.
  2. Bernabei S. (2011). L'e-learning nella glottodidattica: strumenti e proposte in una prospettiva connettivista. School of Languages, Literatures and Cultures Italian Studies National University of Ireland, Galway.
  3. Betti S., Garelli P. (2010). Nuove tecnologie e insegnamento delle lingue straniere. Milano: Franco Angeli.
  4. Brown C. (2002). Simple and effective – Teacher roles remain a powerful framework to embed ICT within the practice of teaching. In D. Willis, J. Price, & N. Davis (Eds), Proceedings of SITE 2002 - Society for Information Technology and Teacher Education International Conference, Nashville, TN. Retrieved from https://www.learntechlib.org/p/10699/
  5. Caon F., Serragiotto G. (cur.) (2012). Tecnologie e didattica delle lingue. Teorie, risorse, sperimentazioni. Torino: UTET Libreria.
  6. Chang, C.S., Shen, H.Y. & Liu, E.Z.F. (2014). University faculty's perspectives on the roles of e- instructors and their online instruction practice. International Review of Research in Open & distance Learning, 15(3), 72-92.
  7. De Metz N., Bezuidenhout A. (2018). An importance–competence analysis of the roles and competencies of e-tutors at an open distance learning institution. Australasian Journal of Educa-tional Tecnology, 34 (5).
  8. Denis B., Watland P., Pirotte S. & Verday, N. (2004). Roles and Competencies of the e-Tutor. Proceedings of the Networked Learning Conference 2004.
  9. Denzin H. (1984). The research act, Englewood Cliffs, NJ: Prentice hall.
  10. Fernández-Jiménez M.A., Mena-Rodríguez E. & Tójar-Hurtado J.C. (2017). Funciones de la tutoría en e-learning: Estudio mixto de los roles del tutor online. Revista de Investigación Educativa, 35 (2), 409-426.
  11. Forapani D., Wärnhjelm V. (2013). L’insegnamento online delle lingue all’Università del Dalarna (Svezia). In. Maurizio G., Christoph N. Multilinguismo, CLIL e innovazione didattica Konferenzbeiträge /Atti/ Proceedings. 7th AICLU conference, Brixen-Bressanone, 7–9 July 2011.
  12. Garavaglia A., Petti, L. (2019). Innovation of settings in higher education. Education Sciences & Society - Open Access Journal, 9(2).
  13. Goodyear P., Salmon G., Spector J.M., Steeples C. & Tickner S. (2001). Competences for Online Teaching: A Special Report. Educational Technology Research and Development, 49(1), 65-72.
  14. Hye J. K., Yong K. (2018). Design of e-Teaching Portfolio System Framework for e-Tutor Com-petency Management. International Journal on Advanced Science, Engineering and Information Technology, vol. 8, no. 1, pp. 192-198, 2018. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.8.1.2699.
  15. La Grassa M., Troncarelli D. (a cura di) (2016). Orientarsi in rete. Didattica delle lingue e tecnologie digitali. Firenze: Becarelli.
  16. Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effec-tive use of learning technologies. New York and London: Routledge.
  17. McLaughling Incalcaterra L., Villarini A. (a cura di) (2016). E-learning MOOC e lingue straniere, studi, ricerche e sperimentazioni. E-learning MOOC and foreign languages: re-search, studies and expriences. Napoli, Il Torcoliere, 2018 (*) La Grassa M., Troncarelli D. (a cura di), Orientarsi in rete. Didattica delle lingue e tecnologie digitali, Firenze: Becarelli.
  18. Salmon G. (2000). E-Moderating: The Key to teaching and learning online. Stylus Publishing. Sterling, Va.
  19. Salmon G. (2002). E-tivites: the key to active online learning. Stylus Publishing. Sterling, Va.
  20. Spector J. M., De la Teja I. (2001). Competencies for online teaching. ERIC DIGEST EDO-IR-2001-09. Syracuse, NY; ERIC Information Technology Clearinghouse.
  21. Tellis W. M. (1997). Application of a Case Study Methodology. The Qualitative Report, 3(3), 1-19. Retrieved fromhttps://nsuworks.nova.edu/tqr/vol3/iss3/1.
  22. Triacca S., Bodega D. & Rivoltella P. (2019). Blended solution and Higher Education. The case of the Catholic University: e-tutoring for personalization. Education Sciences & Society - Open Access Journal, 9(2)
  23. Wiley D. A. (2000). The Instructional Learning Object. Agency for Instructional Technology & Association for Educational Communications&Technology.
  24. Williams C. (2002). Learning online: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26 (2), 263–72. Available: https://doi.org/10.1080/03098770220149620
  25. Yin R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publishing.