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Due to the advent of the Internet, the spread of computer-mediated communication (CMC) and new technological opportunities, tandem learning has undergone many changes also in the academic environment. Its features have been modified and expanded, which means that tandem learning now sometimes appears quite distant from its original, basic concept. There are now several computer programs which have proved suitable for tandem learning over spatial distance. In this paper we will compare two computer -based types of tandem learning conducted at the University of Parma by means of Skype and Adobe Connect. In both cases, the overall aim was to combine the benefits of the tandem concept with the new possibilities of CMC and computer -mediated discourse (CMD), while taking into account the requirements of specific learner groups. Through the presentation and evaluation of these two tandem set-ups, including the organizational and technical challenges they imply, possibilities and limitations of tandem language learning in higher education will be illustrated and discussed, by taking into account their integration into institutionalized curricula.

Possibilities and Limitations of Computer-Mediated Tandem: Skype vs. Adobe Connect / Longhi, E; Gisbert, Mjv. - In: RECHERCHE ET PRATIQUES PÉDAGOGIQUES EN LANGUES DE SPÉCIALITÉ. - ISSN 2257-5405. - 39:1(2020). [10.4000/apliut.7512]

Possibilities and Limitations of Computer-Mediated Tandem: Skype vs. Adobe Connect

Longhi, E
;
2020-01-01

Abstract

Due to the advent of the Internet, the spread of computer-mediated communication (CMC) and new technological opportunities, tandem learning has undergone many changes also in the academic environment. Its features have been modified and expanded, which means that tandem learning now sometimes appears quite distant from its original, basic concept. There are now several computer programs which have proved suitable for tandem learning over spatial distance. In this paper we will compare two computer -based types of tandem learning conducted at the University of Parma by means of Skype and Adobe Connect. In both cases, the overall aim was to combine the benefits of the tandem concept with the new possibilities of CMC and computer -mediated discourse (CMD), while taking into account the requirements of specific learner groups. Through the presentation and evaluation of these two tandem set-ups, including the organizational and technical challenges they imply, possibilities and limitations of tandem language learning in higher education will be illustrated and discussed, by taking into account their integration into institutionalized curricula.
2020
Avec l’avènement d’internet et la diffusion de la communication médiatisée par ordinateur (CMO), dans le milieu universitaire aussi, l’apprentissage en tandem a beaucoup changé à la suite des nouvelles opportunités technologiques. Ses caractéristiques ont été modifiées et étendues, ce qui signifie que l’apprentissage en tandem apparaît aujourd’hui bien éloigné du concept original de base. Désormais il existe plusieurs logiciels qui se révèlent appropriés pour l’apprentissage en tandem à distance. Dans cet article nous ferons la comparaison entre les deux types d’apprentissage en tandem par ordinateur qui ont été réalisés à l’Université de Parme, l’un avec Skype et l’autre avec Adobe Connect. Le but d’ensemble était de combiner les avantages du concept de tandem avec les nouvelles possibilités offertes par la communication par ordinateur, tout en tenant compte des exigences spécifiques de nos étudiants. À travers la présentation et l’évaluation de ces deux modalités de tandem, y compris les défis organisationnels et techniques qu’elles impliquent, nous illustrerons et nous discuterons des opportunités et des limites de l’apprentissage en tandem dans l’enseignement supérieur, tout en considérant son intégration dans les programmes d’études universitaires.
Possibilities and Limitations of Computer-Mediated Tandem: Skype vs. Adobe Connect / Longhi, E; Gisbert, Mjv. - In: RECHERCHE ET PRATIQUES PÉDAGOGIQUES EN LANGUES DE SPÉCIALITÉ. - ISSN 2257-5405. - 39:1(2020). [10.4000/apliut.7512]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11381/2878251
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