Pedagogical observation in telecollaborative learning contexts

Abstract

This article aims at proposing an observation grid for teachers who work in telecollaborative learning contexts. In order to do that, a theoretical framework about telecollaborative learning environments, mediation and observation is presented. We develop a case study about observation practices performed by mediators related to the project ‘Teletandem Brazil: foreign languages for all’, which can be defined as a telecollaborative context for language learning The research data consist of eight open-ended questionnaires about mediators observation performances. The analysis affiliates a qualitative interpretation approach guided by Grounded Theory constructs. Finally, based on the literature, on the case study results discussed herein and on our experiences as researchers in tandem learning projects, we present a reflexive framework about pedagogical observation practices in telecollaborative and multimodal learning contexts. Keywords: pedagogical observation, telecollaboration, teletandem.