Le développement des compétences techno-sémio-pédagogiques en télécollaboration

Abstract

Telecollaboration has been widely used in teacher training (Dooly & Vinagre, 2022) and several research projects have explored this field. However, these have been either case studies of student online exchange data in a single type of telecollaboration (eg Dooly & Sadler, 2020), or large-scale studies relying on student self-evaluation in several telecollaborations (as with the Evolve project, 2019). Our proposal aims to present a research project on a large interactional dataset from four virtual exchanges in order to identify which techno-pedagogical skills (Guichon & Cohen, 2016) can be developed in telecollaboration. This project is based on 84 videoconferencing sessions, each lasting around an hour. Our approach followed a multimodal conversation analysis integrating eye-tracking (Cappellini & Hsu, 2022) and a comparative approach (Cappellini & Azaoui, 2017). We will show two studies that have been carried out on this corpus in which we were able to identify which skills are developed during telecollaboration and, among these, which techno-pedagogical skills require formal training to be developed.

Keywords

• teacher training
• online tutoring
• online exchanges
• telecollaboration