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Elena Tea


ITARF

Coordonnées personnelles

Mail : elenatea@yahoo.it

Publications

2013

2012



  • Nissen, E., & Tea, E. Going blended: new challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145-163. doi:10.1080/09588221.2011.636052
    Résumé : This study explores how second generation tutors within blended learning courses link the face-to-face and online course modalities – in their representations as well as through their pedagogical activities – and which aspects help them to feel involved in the course. The methodology used is a qualitative analysis of interviews with seven tutors of three different blended learning courses. The results show that most tutors indeed had difficulties gaining a deeper insight into the course design: they considered the face-to-face modality to be the central one, just as in a traditional L2 course (whereas course design was centred on the online modality), and therefore rarely played their role as online tutors. Moreover, their understanding of the courses’ task-based approach appeared to be limited. Nevertheless, the majority of the tutors managed to feel involved in the course, which shows the importance of additional factors in defining their relationship to the course. We identified eight other factors, which are partly due to the intense use of ICT within the course (as shown by a comparison with two additional interviews with e-learning-tutors), and partly depend specifically on the blended learning mode. This study furthers our understanding of difficulties tutors can have and what support they require within blended language learning settings, although further research will be needed in order to permit greater generalisation.

2011

2008


  • Nissen, E., & Tea, E. Quelle influence a l'artefact sur l'écriture dans un journal de bord ? Dans Actes Du Colloque Jocair (p. 71-83). Amiens, France: Hermès / Lavoisier. Consulté de http://hal.archives-ouvertes.fr/hal-00785931
    Résumé : Tenir un journal de bord collectif dans le cadre d'un cours universitaire : est-ce que l'artefact a une incidence sur l'écriture ? En vue de répondre à cette question, nous définissons d'abord la méthode d'analyse, puis analysons les journaux de bord issus de quatre cours de langue comparables, et dont deux ont été produits dans des weblogs, deux autres sur des cahiers papier. Les résultats de l'analyse confirment en grande partie nos hypothèses : les weblogs provoquent une plus grande participation (même si les messages y sont plus courts) et une plus grande réflexivité. Les étudiants y interagissent également davantage les uns avec les autres.

2003

2002

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