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Effects of webcams on multimodal interactive learning

Published online by Cambridge University Press:  13 February 2013

Tatiana Codreanu  and
Christelle Combe Celik
Tatiana Codreanu
Affiliation:
ICAR Research Laboratory, École Normale Supérieure, 15 Parvis René Descartes, BP 7000, 69342 Lyon Cedex 07, France (email: [email protected])
Christelle Combe Celik
Affiliation:
LIDILEM, University Stendhal Grenoble 3, BP 25, 38040 Grenoble Cedex 09, France (email: [email protected])
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Abstract

This paper describes the multimodal pedagogical communication of two groups of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the University Lumière-Lyon 2) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (VISU1) designed for delivering online courses. The study focuses on the webcam's effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.

Keywords

computer-mediated discourse analysisdesktop videoconferencinginteraction analysismultimodalityonline tutoring
Type
Research Article
Information
ReCALL , Volume 25 , Issue 1 , January 2013 , pp. 30 - 47
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013

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