These are the sources and citations used to research Estado de la cuestión. This bibliography was generated on Cite This For Me on

  • E-book or PDF

    MARCO COMÚN EUROPEO DE REFERENCIA PARA LAS LENGUAS: APRENDIZAJE, ENSEÑANZA, EVALUACIÓN

    2002 - Secretaría General Técnica del MECD-Subdirección General de Información y Publicaciones, y Grupo ANAYA, S.A. - Estrasburgo

    In-text: (MARCO COMÚN EUROPEO DE REFERENCIA PARA LAS LENGUAS: APRENDIZAJE, ENSEÑANZA, EVALUACIÓN, 2002)

    Your Bibliography: 2002. MARCO COMÚN EUROPEO DE REFERENCIA PARA LAS LENGUAS: APRENDIZAJE, ENSEÑANZA, EVALUACIÓN. [ebook] Estrasburgo: Secretaría General Técnica del MECD-Subdirección General de Información y Publicaciones, y Grupo ANAYA, S.A. Available at: <https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf> [Accessed 12 November 2017].

  • E-book or PDF

    COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT COMPANION VOLUME WITH NEW DESCRIPTORS (Provisional Edition)

    2017 - Language Policy Programme Education Policy Division. Education Department. Council of Europe

    In-text: (COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT COMPANION VOLUME WITH NEW DESCRIPTORS (Provisional Edition), 2017)

    Your Bibliography: 2017. COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT COMPANION VOLUME WITH NEW DESCRIPTORS (Provisional Edition). [ebook] Language Policy Programme Education Policy Division. Education Department. Council of Europe. Available at: <https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/168074a4e2> [Accessed 12 November 2017].

  • Journal

    Abawajy, J. and Kim, T.

    Online Learning Environment: Taxonomy of Asynchronous Online Discussion Forums

    2011 - Communications in Computer and Information Science

    Abstract: Due to its perceived benefits, asynchronous discussion forums have become progressively popular in higher education. The ultimate goal of developing an asynchronous discussion forum is to create an online learning environment that will achieve high levels of learning. This paper reviews the exiting literature and develops taxonomy of the asynchronous discussion forums with the aims of increasing the understanding and awareness of various types of asynchronous discussion forums. The taxonomy will help increase the online course designers’ ability to design more effective learning experiences for student success and satisfaction. It will also help researchers to understand the features of the various asynchronous discussion forums.

    In-text: (Abawajy and Kim, 2011)

    Your Bibliography: Abawajy, J. and Kim, T., 2011. Online Learning Environment: Taxonomy of Asynchronous Online Discussion Forums. Communications in Computer and Information Science, [online] pp.706-714. Available at: <https://link.springer.com/chapter/10.1007/978-3-642-27207-3_76#citeas> [Accessed 12 November 2017].

  • Journal

    Allen, M., Bourhis, J., Burrell, N. and Mabry, E.

    Comparing Student Satisfaction With Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis

    2002 - American Journal of Distance Education

    A través de un meta análisis se demuestra que el nivel de satisfacción de los estudiantes en línea sigue siendo menor al de los estudiantes presenciales, incluso cuando el material proporcionado es de mejor calidad (traducción mía)

    In-text: (Allen, Bourhis, Burrell and Mabry, 2002)

    Your Bibliography: Allen, M., Bourhis, J., Burrell, N. and Mabry, E., 2002. Comparing Student Satisfaction With Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis. American Journal of Distance Education, [online] 16(2), pp.83-97. Available at: <http://www.tandfonline.com/doi/abs/10.1207/S15389286AJDE1602_3> [Accessed 11 November 2017].

  • Journal

    Amir, Z., Ismail, K. and Hussin, S.

    Blogs in Language Learning: Maximizing Students’ Collaborative Writing

    2011 - Procedia - Social and Behavioral Sciences

    Abstract: Educators have engaged with Web 2.0 technologies such as blogs or podcasts, to make learning more personalized, more interactive and more dynamic. Blogging has emerged as one of the most popular forms of online discourse. Blogging is seen as a learning platform in providing opportunities for learning English which can improve the students' knowledge about their language performance in writing. The unique nature of the blog's architecture and the low cost have not only affected how students can publish and distribute their work to a wider audience but also how the students see themselves as authors. This paper focuses on the use of blogs in a language and IT course which can help to maximize students' collaborative writing. Findings from the blogs include the perceptions of ESL students of how blogging can contribute to the development of the students' writing.

    In-text: (Amir, Ismail and Hussin, 2011)

    Your Bibliography: Amir, Z., Ismail, K. and Hussin, S., 2011. Blogs in Language Learning: Maximizing Students’ Collaborative Writing. Procedia - Social and Behavioral Sciences, [online] 18, pp.537-543. Available at: <https://ukm.pure.elsevier.com/en/publications/blogs-in-language-learning-maximizing-students-collaborative-writ> [Accessed 12 November 2017].

  • E-book or PDF

    Aviv, R., Erlich, Z., Ravid, G. and Geva, A.

    NETWORK ANALYSIS OF KNOWLEDGE CONSTRUCTION IN ASYNCHRONOUS LEARNING NETWORKS

    2003 - Journal of Asynchronous Learning Networks - Tel Aviv

    Estudia el diseño, la calidad del resultado del proceso de construcción de conocimiento y la cohesión, rol y poder de las estructuras en la red. Demuestra en un entorno universitario cómo una clase estructurada alcanza más altas cotas de pensamiento crítico y el profesor toma un papel más secundario que en la no estructurada (traducción mía)

    In-text: (Aviv, Erlich, Ravid and Geva, 2003)

    Your Bibliography: Aviv, R., Erlich, Z., Ravid, G. and Geva, A., 2003. NETWORK ANALYSIS OF KNOWLEDGE CONSTRUCTION IN ASYNCHRONOUS LEARNING NETWORKS. [ebook] Tel Aviv: Journal of Asynchronous Learning Networks. Available at: <http://estudy.openu.ac.il/opus/static/binaries/editor/bank60/v7n3_aviv_1.pdf> [Accessed 11 November 2017].

  • Journal

    Baralo, M.

    Diseño de certificación lingüística comunicativa: ¿cómo evaluar la expresión e interacción escritas y orales?

    2012 - Revista Internacional de Lenguas Extranjeras

    Resumen: La posibilidad de medir y de evaluar las actividades de expresión y de interacción en una lengua, sea por el canal oral o el escrito, es un desafío para los especialistas en lingüística aplicada pues se trata de una apreciación subjetiva, que depende en gran parte del evaluador, de sus creencias y actitudes. Para conseguir que la prueba de evaluación sea válida, fiable y auténtica es necesario que su diseño esté sujeto a un conjunto de parámetros de calidad establecidos por las agencias e instituciones especializadas y que su aplicación cuente con un conjunto de herramientas de evaluación suficientemente probadas y un conjunto de evaluadores preparados que aseguren el acuerdo en la valoración del desempeño lingüístico comunicativo de los candidatos. Se presenta aquí la experiencia investigadora en el marco del diseño e implantación del Diploma LETRA (Lengua española para Trabajadores inmigrantes) en la Comunidad de Madrid.

    In-text: (Baralo, 2012)

    Your Bibliography: Baralo, M., 2012. Diseño de certificación lingüística comunicativa: ¿cómo evaluar la expresión e interacción escritas y orales?. Revista Internacional de Lenguas Extranjeras, [online] 1(2012). Available at: <http://www.raco.cat/index.php/RILE/article/view/270167/357749> [Accessed 12 November 2017].

  • E-book or PDF

    Berge, Z. L.

    Interaction in post-secondary Web-based learning

    1999 - Zane L. Berge - Maryland

    El autor estudia los parámetros de la instrucción en línea y plantea un marco para ellos (traducción mía)

    In-text: (Berge, 1999)

    Your Bibliography: Berge, Z., 1999. Interaction in post-secondary Web-based learning. [ebook] Maryland: Zane L. Berge. Available at: <https://www.researchgate.net/profile/Zane_Berge/publication/246496634_Interaction_in_post-secondary_Web-based_learning/links/5614987e08ae983c1b40a111.pdf> [Accessed 11 November 2017].

  • Journal

    Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M. and Huang, B.

    How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

    2004 - Review of Educational Research

    Los autores reflejan los logros obtenidos comparando los resultados de estudios llevados a cabo entre 1985 y 2002 sobre educación a distancia (DE), cuyo resultado fue que las aplicaciones sincrónicas favorecían la instrucción presencial mientras que las diacrónicas favorecían la instrucción a distancia (traducción mía)

    In-text: (Bernard et al., 2004)

    Your Bibliography: Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P., Fiset, M. and Huang, B., 2004. How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research, [online] 74(3), pp.379-439. Available at: <http://journals.sagepub.com/doi/abs/10.3102/00346543074003379#articleCitationDownloadContainer> [Accessed 11 November 2017].

  • Journal

    Blanco Rodríguez, M. J.

    El chat: la conversación escrita

    2002 - ELUA. Estudios de Lingüística Universidad de Alicante

    Abstract: This study analyses the linguistic characteristics of a new medium of synchronous text-based computer-mediated communication called Chat. This communication and the type of discourse developed exhibit many oral qualities. These qualities of orality are analyzed starting from the conditions that surround the communication act and of the type of discursive activity that is developed, because the chat should be understood as a new communication system, with rules and forms of its own.

    In-text: (Blanco Rodríguez, 2002)

    Your Bibliography: Blanco Rodríguez, M., 2002. El chat: la conversación escrita. ELUA. Estudios de Lingüística Universidad de Alicante, [online] (16), pp.43-87. Available at: <http://rua.ua.es/dspace/handle/10045/6201> [Accessed 12 November 2017].

  • Journal

    Branon, R. F. and Essex, C.

    Synchronous and asynchronous communication tools in distance education

    2001 - TechTrends

    Estudio acerca de las prácticas de profesores a distancia que emplean medios sincrónicos (chat) y medios diacrónicos (tablón de anuncios) para sus cursos en línea a partir de encuestas en todo el mundo. Demuestra que hay una preferencia hacia el empleo de recursos diacrónicos y da recomendaciones acerca de su uso (traducción mía)

    In-text: (Branon and Essex, 2001)

    Your Bibliography: Branon, R. and Essex, C., 2001. Synchronous and asynchronous communication tools in distance education. TechTrends, [online] 45(1), pp.36-36. Available at: <https://link.springer.com/article/10.1007%2FBF02763377?LI=true#citeas> [Accessed 12 November 2017].

  • Journal

    Burnett, C.

    Learning to Chat: Tutor participation in synchronous online chat

    2003 - Teaching in Higher Education

    Abstract: Synchronous online chat has been largely ignored as a medium for productive group discussions between distance learning students and their tutors. Its distinctive features, however, do have potential advantages and may offer new learning opportunities. Given that the tutor is reduced to an onscreen presence in online chat, there is a need to create frameworks to help define effective tutor behaviour in this medium. Here, tutor moves are categorised according to function and analysed in relation to their perceived effect on students' contributions. The recognition that tutor behaviour can promote productive dialogue prompts a re-evaluation of the role of synchronous online chat in educational contexts.

    In-text: (Burnett, 2003)

    Your Bibliography: Burnett, C., 2003. Learning to Chat: Tutor participation in synchronous online chat. Teaching in Higher Education, [online] 8(2), pp.247-261. Available at: <http://www.tandfonline.com/doi/citedby/10.1080/1356251032000052474?scroll=top&needAccess=true> [Accessed 11 November 2017].

  • Dissertation

    Curiel Ávila, A. B.

    ANÁLISIS DISCURSIVO DEL ESPAÑOL HABLADO EN LA FLORIDA A TRAVÉS DEL CHAT

    2015

    Resumen: Los procesos simultáneos de comunicación, característicos de la sociedad actual gracias a la Internet, tienen como ventaja eliminar las barreras espacio-temporales, permitiendo una interacción sincrónica entre diferentes culturas y por ende capaz de reunir diferentes variedades dialectales a través de los medios electrónicos. En la eliminación de estas barreras, los hablantes recurren a ciertas estrategias discursivas y fenómenos lingüísticos que, muchas veces, trascienden los límites de estudio de la lingüística, dada la inmediatez exigida por estos medios y el carácter dinámico del lenguaje. A partir de situación problemática, la investigación se planteó como objetivo analizar las características lingüísticas y pragmáticodiscursivas del español, en situación de bilingüismo, hablado en la Florida, a través de conversaciones virtuales por el chat. El marco teórico que respalda este objetivo se centró por un lado en los diferentes planteamientos relacionados con los inicios del bilingüismo en Hispanoamérica hasta llegar a las diferentes zonas de Estados Unidos, incluyendo la Florida. Por otro lado, se discutieron las teorías que tratan sobre las características del chat en donde el lenguaje escrito por los hablantes de las diferentes variedades dialectales que hacen vida en la Florida, se confunde con el oral. La metodología empleada se corresponde con los paradigmas de corte cualitativo, dentro de los planteamientos del enfoque analítico del análisis del discurso, siguiendo la etnografía analítica del habla. Bajo los lineamientos teóricometodológicos descritos, se procedió a la transcripción de las conversaciones virtuales de los usuarios del chat las cuales conformaron el corpus de la investigación. Los resultados arrojados del análisis del corpus recolectado coincidieron en destacar que las conversaciones del chat representan una nueva forma de comunicación con sus propios códigos que borra los límites entre oralidad y escritura. De esta manera, encontraría mayor justificación las estrategias que le sirven al usuario para compensar tanto las deficiencias lingüístico-auditivas como las lingüístico-visuales. Se obtuvo además, que no todas las características lingüísticas generales abordadas para la descripción de las variedades dialectales estudiadas, coincidieron de manera precisa con los ejemplos encontrados en el corpus.

    In-text: (Curiel Ávila, 2015)

    Your Bibliography: Curiel Ávila, A., 2015. ANÁLISIS DISCURSIVO DEL ESPAÑOL HABLADO EN LA FLORIDA A TRAVÉS DEL CHAT. Licenciatura. Universidad de Córdoba, Universidad del Zulia.

  • Journal

    Davidson-Shivers, G. V., Muilenburg, L. Y. and Tanner, E. J.

    How Do Students Participate in Synchronous and Asynchronous Online Discussions?

    2001 - Journal of Educational Computing Research

    Abstract: The purpose of the study was to investigate how graduate students (n = 14) participated in on-line discussions over a two-week period to determine the utility of synchronous and asynchronous modes of discussion. The types and amounts of communication statements that participants made in chats and threaded discussions were analyzed using a coding scheme developed by the researchers. Students were randomly assigned to either a small group chat or threaded discussion during one week. In the second week, the groups switched discussion modes and another topic question was provided. The researchers coded the transcribed discussions to determine whether the students’ participation was substantive (directly related to the topic) or non-substantive (not directly related to the content) in nature. Results indicated that overall students’ discussions included nine types of substantive and non-substantive comments. However, the participants when in the chat showed greater numbers of responding and reacting statements (substantive types) in both weeks than when participating in the threaded discussions. The majorityfemale group tended to make more comments overall in both types of discussion than did the majority-male group. Student surveys asking for their opinions about these modes of discussion were administered at various points in the semester. Some students found it difficult to follow the dialogue in the chat, but overall enjoyed this type of interaction. The students also enjoyed the threaded discussion for its convenience factor. The computer and on-line skills improved based on the student surveys. The results of the study indicate that both types of discussion are liked and should be considered viable options in on-line learning communities.

    In-text: (Davidson-Shivers, Muilenburg and Tanner, 2001)

    Your Bibliography: Davidson-Shivers, G., Muilenburg, L. and Tanner, E., 2001. How Do Students Participate in Synchronous and Asynchronous Online Discussions?. Journal of Educational Computing Research, [online] 25(4), pp.351-366. Available at: <http://journals.sagepub.com/doi/10.2190/6DCH-BEN3-V7CF-QK47> [Accessed 12 November 2017].

  • Journal

    Dickey, M. D.

    Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning

    2003 - Distance Education

    Abstract: Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments.

    In-text: (Dickey, 2003)

    Your Bibliography: Dickey, M., 2003. Teaching in 3D: Pedagogical Affordances and Constraints of 3D Virtual Worlds for Synchronous Distance Learning. Distance Education, [online] 24(1), pp.105-121. Available at: <http://www.tandfonline.com/doi/abs/10.1080/01587910303047> [Accessed 12 November 2017].

  • E-book or PDF

    Dominguez González, P.

    DESTREZAS RECEPTIVAS Y DESTREZAS PRODUCTIVAS EN LA ENSEÑANZA DEL ESPAÑOL COMO LENGUA EXTRANJERA

    2008 - Universidad de la Laguna - Tenerife

    In-text: (Dominguez González, 2008)

    Your Bibliography: Dominguez González, P., 2008. DESTREZAS RECEPTIVAS Y DESTREZAS PRODUCTIVAS EN LA ENSEÑANZA DEL ESPAÑOL COMO LENGUA EXTRANJERA. [ebook] Tenerife: Universidad de la Laguna. Available at: <http://marcoele.com/num/6/pdominguezdestrezas/02e3c09a810cb6309/pdominguez_destrezas.pdf> [Accessed 14 November 2017].

  • E-book or PDF

    Domínguez González, P.

    Destrezas receptivas y destrezas productivas en la enseñanza del español como lengua extranjera

    2017

    In-text: (Domínguez González, 2017)

    Your Bibliography: Domínguez González, P., 2017. Destrezas receptivas y destrezas productivas en la enseñanza del español como lengua extranjera. [ebook] Available at: <http://www.marcoele.com/num/6/pdominguezdestrezas/02e3c09a810cb6309/pdominguez_destrezas.pdf> [Accessed 14 October 2017].

  • E-book or PDF

    Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer, S. and Shaw, B. C. ,. J.

    The Use of Online Synchronous Discussion Groups to Enhance Community Formation and Professional Identity Development

    2002 - The Journal of Interactive Online Learning

    Synchronous online discussions are being increasingly used in higher education in order to facilitate learning and group interaction between on-campus and off-campus students. In response to calls from the engineering community to integrate humanities studies into the engineering curriculum, English and Engineering faculty at a large urban university collaborated to design an online literature discussion course for first-year engineering students. Students were assigned two works of literature that dealt with ethical and professional development issues in engineering. The online discussions took place outside class in a Multiuser Object Oriented (MOO) environment, where all discussions were logged. As researchers examined the transcripts of these discussions, the theme of community formation emerged. The transcripts were coded and then used to identify the varying levels of community formation during the course of the semester as well as the students’ development of professional identity. Results suggest that behaviors of the mentor, negotiation of group knowledge, and exclusion of late arriving members characterized communities. The results also suggest that through reading and discussion of professional issues, students may begin to view themselves as members of the engineering profession.

    In-text: (Duemer et al., 2002)

    Your Bibliography: Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer, S. and Shaw, B., 2002. The Use of Online Synchronous Discussion Groups to Enhance Community Formation and Professional Identity Development. [ebook] The Journal of Interactive Online Learning. Available at: <http://www.ncolr.org/jiol/issues/pdf/1.2.4.pdf> [Accessed 12 November 2017].

  • E-book or PDF

    Fageeh, A. I.

    EFL LEARNERS’ USE OF BLOGGING FOR DEVELOPING WRITINGSKILLS AND ENHANCING ATTITUDES TOWARDS ENGLISHLEARNING: AN EXPLORATORY STUDY

    2011 - ntdc.alazhar.edu.ps

    Abstract: Weblog – personal online, web-based publications – are being extensively used on the Internet of late, and research tapping in their significance and effectiveness is growing by leaps and bounds. This study examined the use of a blog in an intermediate level EFL college writing class and its effect upon students as well as its effect on developing positive attitudes towards writing compared with oral presentation traditions of writing instruction. The researcher employed a triangulated research approach, involving an experimental research method and a descriptive research design to examine these effects of blogging on writing proficiency and attitudes. Fourth-year students of the English Department (n = 25 for the experimental group, and 25 for the control group), College of Languages and Translation, King Khalid University in Abha, enrolled in the English 217 (Writing IV) class during the Second Semester 2010 and their instructor comprised subjects for this investigation. The findings indicated that the students perceived Weblog as a tool for the development of their English, in terms of their writing proficiency and attitudes towards writing. The students also viewed Weblog as giving an opportunity and freedom for self-expression in English, writing for both a local and global audience, creating active, interactive social exchanges in blogs, and maintaining an interactive relationship with a real time readership. Overall, students have had positive attitudes towards Weblog use. These findings suggest that Weblogs can provide learning motivation and opportunities for authorship and readership, as well as the development of writing skills in college writing syllabi.

    In-text: (Fageeh, 2011)

    Your Bibliography: Fageeh, A., 2011. EFL LEARNERS’ USE OF BLOGGING FOR DEVELOPING WRITINGSKILLS AND ENHANCING ATTITUDES TOWARDS ENGLISHLEARNING: AN EXPLORATORY STUDY. [ebook] ntdc.alazhar.edu.ps. Available at: <https://www.academia.edu/attachments/30389027/download_file?st=MTUxMDQ5OTAyNiw5MC4xNzQuNC41MSw1Mzg0MjY4Nw%3D%3D&s=swp-toolbar&ct=MTUxMDQ5OTAyNywxNTEwNDk5MTYyLDUzODQyNjg3> [Accessed 12 November 2017].

  • E-book or PDF

    Granito, M. and Chernobilsky, E.

    The Effect of Technology on a Student's Motivation and Knowledge Retention

    2012 - NERA CONFERENCE PROCEEDINGS 2012

    Abstract: The purpose of this study was to examine the impact that technology has on a student's motivation to learn new information and retain said information. The procedure involved the completion of two projects over the course of a nine-week study. One group was to create traditional storybook projects. A second group was to complete computer-based projects. A third group was given the choice of which project to complete. A pre-post-retention test, Likert scale surveys, and post project interviews were used to collect the data. The results of this study support the idea that when given the choice of project, students retain knowledge no matter which project is chosen, traditional or computer-based.

    In-text: (Granito and Chernobilsky, 2012)

    Your Bibliography: Granito, M. and Chernobilsky, E., 2012. The Effect of Technology on a Student's Motivation and Knowledge Retention. [ebook] NERA CONFERENCE PROCEEDINGS 2012. Available at: <http://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1016&context=nera_2012> [Accessed 12 November 2017].

  • Journal

    Gutierrez-Santiuste, E. and Gallego-Arrufat, M.

    Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction

    2014 - British Journal of Educational Technology

    Estudia el desarrollo de la comunicación sincrónica y diacrónica de las relaciones sociales generadas a nivel interno (tipo de comunicación y fases). Revela la satisfacción de los estudiantes tanto por la experiencia de aprendizaje en línea y la labor del profesorado como por los logros obtenidos (traducción mía)

    In-text: (Gutierrez-Santiuste and Gallego-Arrufat, 2014)

    Your Bibliography: Gutierrez-Santiuste, E. and Gallego-Arrufat, M., 2014. Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction. British Journal of Educational Technology, [online] 46(6), pp.1295-1311. Available at: <http://onlinelibrary.wiley.com/doi/10.1111/bjet.12218/abstract> [Accessed 11 November 2017].

  • E-book or PDF

    Hernández Carvajal, N.

    El chat como herramienta de comunicación en la educación a distancia: usos y potencialidades para fomentar el aprendizaje cooperativo

    2001 - Revista Docencia Universitaria de la Universidad Central de Venezuela

    Resumen: En este trabajo se revise y analiza la literatura relacionada con el chat, uno de los medios de comunicaci6n sincr6nica de mayor potencial de uso didactico en la educaci6n a distancia. Se hace enfasis en sus ventajas, potencialidades y limitaciones pedagOgicas en el aprendizaje cooperativo en el aula virtual. AI respecto se analizan aspectos como los multiples usos que genera la comunicaci6n mediada por el computador y el gran impacto que ha tenido Internet sobre la interacci6n y el aprendizaje a distancia. sefialando, edemes, c6mo el acto de escritura cobra una nueva dimension dentro de este contexto. Por ultimo se dan sugerencias para futuros estudios en este campo.

    In-text: (Hernández Carvajal, 2001)

    Your Bibliography: Hernández Carvajal, N., 2001. El chat como herramienta de comunicación en la educación a distancia: usos y potencialidades para fomentar el aprendizaje cooperativo. [ebook] Revista Docencia Universitaria de la Universidad Central de Venezuela. Available at: <http://www.ucv.ve/fileadmin/user_upload/sadpro/Documentos/docencia_vol2_n2_2001/5_art._2Nayesia_Hernandez.pdf> [Accessed 12 November 2017].

  • Journal

    Hines, R. A. and Pearl, C. E.

    Increasing Interaction in Web-based Instruction: Using Synchronous Chats and Asynchronous Discussions

    2004 - Rural Special Education Quarterly

    Incorporating four levels of interaction characteristic of effective course design are possible in online coursework. These levels, including (a) interaction with the content, (b) interaction with the instructor, (c) interaction with classmates; and (d) interaction with self (Lynch, 2002) are critical to effective instruction and difficult to replicate in an online format. The need for students to be involved in the process of activities such as “discussing issues” may pose a significant challenge. Techniques and strategies to manage and maximize the use of synchronous chats and asynchronous discussions are described.

    In-text: (Hines and Pearl, 2004)

    Your Bibliography: Hines, R. and Pearl, C., 2004. Increasing Interaction in Web-based Instruction: Using Synchronous Chats and Asynchronous Discussions. Rural Special Education Quarterly, [online] 23(2), pp.33-36. Available at: <http://journals.sagepub.com/doi/abs/10.1177/875687050402300206> [Accessed 12 November 2017].

  • Journal

    Hwang, W. and Wang, C.

    A study of learning time patterns in asynchronous learning environments

    2004 - Journal of Computer Assisted Learning

    Abstract: This research makes use of learning time intensity, burst evaluating equations, and state denotation approaches to evaluate the learning time characteristics of students. Through comparing learning time intensity, six burst styles and three diligence styles are categorized. From the statistical results and interaction content analysis, some pedagogical phenomena were found. The first finding is that the more diligent learners were, the higher the quality and quantity of their interaction. The second is that learners whose learning time intensity was mainly located in the early period of the course and whose interaction content included many complaints were suspected to be possible dropouts. The third finding is that learners whose learning time intensity was mainly located in the later period had achievements that were significantly different from those of the regular periodical reading learners whose learning time intensity was distributed in all periods of the course. The above findings raise some issues and suggestions for those concerned with proposing asynchronous courses. As students can pace their own learning in an asynchronous learning environment, it is hard to avoid getting used to intermittent intensive reading. Instructors should consider seriously how to guide students to learn in a proper sequence through a well-scheduled instructional programme. It is necessary to encourage students to exercise self-discipline in regular on-line reading for better learning outcomes.

    In-text: (Hwang and Wang, 2004)

    Your Bibliography: Hwang, W. and Wang, C., 2004. A study of learning time patterns in asynchronous learning environments. Journal of Computer Assisted Learning, [online] 20(4), pp.292-304. Available at: <http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2004.00088.x/abstract;jsessionid=76F00AA439DDF603597D347F8DFB1482.f02t02> [Accessed 12 November 2017].

  • Journal

    Järvelä, S. and Häkkinen, P.

    Web-based Cases in Teaching and Learning ? the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication

    2002 - Interactive Learning Environments

    Abstract: The aim of this study is to examine the quality of asynchronous interaction in web-based conferencing among pre-service teachers. Because all successful communication presumes perspective-taking skills and reciprocal understanding among the participants, we study whether the students are able to reach in reciprocal interaction and thus create educationally relevant high-level web-based discussion. The research project has its foundation in socio-constructivist learning theories, one of the most important principles of which is the idea of apprenticeship in thinking. To create a learning project in web-based conferencing we developed pedagogical practices, which enhance higher-level networked communication and make use of theoretical and expert knowledge. The study combines the power of asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. The subjects of the study are pre-service teachers in the United States (N ?=?40) and Finland (N ?=?30) who use an asynchronous web-based tool called Conferencing on the Web (COW) to collaborate in creating joint case-based descriptions in different areas of teaching and learning. The results point out different levels of web-based discussion. Three kinds were found: higher-level discussion, progressive discussion and lower-level discussion. More specific analysis of the quality of each discussion level focused on perspective taking in communication. The results support our hypothesis that higher-level perspective taking was related to higher-level discussion.

    In-text: (Järvelä and Häkkinen, 2002)

    Your Bibliography: Järvelä, S. and Häkkinen, P., 2002. Web-based Cases in Teaching and Learning ? the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication. Interactive Learning Environments, [online] 10(1), pp.1-22. Available at: <http://www.tandfonline.com/doi/abs/10.1076/ilee.10.1.1.3613> [Accessed 12 November 2017].

  • E-book or PDF

    Jhurree, V.

    Technology integration in education in developing countries: Guidelines to policy makers

    2005 - The International Education Journal

    Abstract: Technology such as Information and Communication Technology (ICT) is a potent force in driving economic, social, political and educational reforms. Countries, particularly developing ones, cannot afford to stay passive to ICT if they are to compete and strive in the global economy. The health of the economy of any country, poor or rich, developed or developing, depends substantially on the level and quality of the education it provides to its workforce. Education reform is occurring throughout the world and one of the tenets of the reform is the introduction and integration of ICT in the education system. The successful integration of any technology, thus ICT, into the classroom warrants careful planning and depends largely on how well policy makers understand and appreciate the dynamics of such integration. This paper offers a set of guidelines to policy makers for the successful integration of ICT into the classroom.

    In-text: (Jhurree, 2005)

    Your Bibliography: Jhurree, V., 2005. Technology integration in education in developing countries: Guidelines to policy makers. [ebook] The International Education Journal. Available at: <http://www.iejcomparative.org/data/archives/121.pdf> [Accessed 12 November 2017].

  • Journal

    Jiménez Gómez, J. J., Costa Bravo, C. and Vela Delfa, C.

    Los textos electrónicos en la enseñanza de lenguas extranjeras

    2003 - Interlingüística

    Resumen: En esta comunicación presentamos parte de los resultados de la investigación que venimos desarrollando en el último año en el campo de la lectura de textos en lengua extranjera dentro del marco del proyecto europeo "Galanet". Este proyecto propone el desarrollo en la red de una plataforma que permite interacciones reales entre los aprendientes a través del correo electrónico, los foros de discusión o los chats disponibles en ella, y cuyo propósito es el entrenamiento de la intercomprensión en lenguas románicas. Nuestra contribución ha consistido en la elaboración de una batería de ejercicios sobre un corpus de correos electrónicos en diferentes lenguas románicas. Su objetivo consiste en potenciar la toma de conciencia del aprendiente de su propia competencia de género, a partir de una reflexión guiada sobre las propiedades de este tipo de textos. El trabajo con textos electrónicos nos ha planteado los problemas relativos a unos géneros en los que se usa una modalidad escrita que respeta poco las convenciones ortográficas tradicionales, creando sus propias pautas de escritura. A pesar de ello, presentan la ventaja de permitir el acceso al los alumnos a documentos escritos que ilustran un tipo de registro coloquial al que se accede con dificultad a través de otros géneros.

    In-text: (Jiménez Gómez, Costa Bravo and Vela Delfa, 2003)

    Your Bibliography: Jiménez Gómez, J., Costa Bravo, C. and Vela Delfa, C., 2003. Los textos electrónicos en la enseñanza de lenguas extranjeras. Interlingüística, [online] 14(2003). Available at: <http://hispadoc.es/servlet/articulo?codigo=918622> [Accessed 12 November 2017].

  • Journal

    Johnson, G. M. and Howell, G. J.

    The Impact of Internet Learning Technology

    Selected Styles in Web-Based Educational Research

    Abstract: Instructional effectiveness, as the term implies, requires determination of an effect, and an effect, by definition, has a cause. Only one group of research methods can establish cause—experimental methods. In this regard, fundamental evaluative research involves ascertaining cause and establishing the degree to which such cause can be generalized across instructional situations. This chapter promotes a quantitative style of research methods directed toward apprehending the effective features of instructional applications of Internet technology. The characteristics of experimental research designs that appear particularly useful in systematic evaluation of Internet learning technologies include the true experiment, the quasi-experiment, and the small-n experiment. Contemporary learning technology applications are described and discussed for each of these experimental methods. Issues and challenges associated with experimental determination of the impact of instructional technology on human learning are examined and researchers’ solutions are presented.

    In-text: (Johnson and Howell, n.d.)

    Your Bibliography: Johnson, G. and Howell, G., n.d. The Impact of Internet Learning Technology. Selected Styles in Web-Based Educational Research, [online] pp.282-301. Available at: <https://www.learntechlib.org/p/5112/> [Accessed 12 November 2017].

  • Journal

    Johnson, G. M.

    Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research

    2006 - TechTrends

    Realiza una revisión de los principales artículos sobre el tema desde el año 2000 con el objetivo de evidenciar la efectividad de los discursos en línea basándose en la comparación de tres variables desde la oposición escritura-oralidad: los mensajes, los debates y la conversación o chat, tanto en situación sincrónica como diacrónica. (traducción mía)

    In-text: (Johnson, 2006)

    Your Bibliography: Johnson, G., 2006. Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research. TechTrends, [online] 50(4), pp.46-53. Available at: <https://link.springer.com/article/10.1007/s11528-006-0046-9#citeas> [Accessed 11 November 2017].

  • E-book or PDF

    Kukulska-Hulme, A.

    Mobile language learning now and in the future

    2006 - The Open University

    Introduction: The widespread ownership of mobile devices such as cellphones, personal media players, personal digital assistants (PDAs), smartphones and wireless laptops means that ‘mobile learning’ is no longer in the preserve of technical experts and researchers with specialist knowledge. Teachers and learners have begun to integrate mobile technologies into everyday practices and there is evidence of efforts to invent exciting new scenarios of use. Language learning is one of the disciplines that looks set to benefit from these developments. Learners can make good use of the facilities to record and to listen to audio at any time, supported by the rising availability of podcasts and the ‘always on’ characteristics of portable devices which encourage spontaneous interactions. Mobile learning promises to deliver closer integration of language learning with everyday communication needs and cultural experiences. We are still in the early days of the application of mobile technologies to language learning. Perhaps unsurprisingly, a number of early examples feature rather conventional approaches, reflected in activities that take some advantage of portability but do not yet appear to be exploiting the full range of potential. It seems that there is always a hunger for the comfortably 120 familiar basics: typically, vocabulary and grammar, in the form of structured modules and exercises. Mobile devices are well suited to support these kinds of activity, whose value should not be dismissed, but mobile learning has far more to offer. Predictably, innovators and early adopters with high levels of technical competence are dominating what is still an emerging field but this can and will change quite rapidly. The aim of this chapter is to take a look at the main directions in which mobile learning is evolving and to relate these developments to new possibilities for language learning. It is argued that to take full advantage of mobile learning, we need to focus on developing a new mindset for mobile language learning, a difficult but creative process that seeks to understand the essentials of mobile interactions in relation to the future of language learning.

    In-text: (Kukulska-Hulme, 2006)

    Your Bibliography: Kukulska-Hulme, A., 2006. Mobile language learning now and in the future. [ebook] The Open University. Available at: <http://oro.open.ac.uk/9542/1/kukulska-hulme.pdf> [Accessed 12 November 2017].

  • Website

    Lapadat, J. C.

    Written Interaction: A Key Component in Online Learning

    2002 - Journal of Computer-mediated communication

    La autora confirma a través de este estudio que la interacción escrita ayuda en la construcción de significado en los estudios de las interacciones llevadas a cabo en las conferencias en línea (traducción mía)

    In-text: (Lapadat, 2002)

    Your Bibliography: Lapadat, J., 2002. Written Interaction: A Key Component in Online Learning. [online] Wiley Online LIbrary. Available at: <http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2002.tb00158.x/full> [Accessed 11 November 2017].

  • E-book or PDF

    Martínez Arbeláiz, A.

    La interacción mediada por el ordenador en el aula de lengua extranjera

    2007 - RELATEC. Revista Latinoamericana de Tecnología Educativa

    Resumen: En este estudio se compara la interacción cara a cara con la interacción mediada por el ordenador de cuatro aprendices de español como lengua extranjera con cuatro nativos en el contexto de una universidad estadounidense. El estudio revela que los alumnos tuvieron dificultades en comprender el habla oral de los nativos, mientras que la naturaleza escrita, aunque informal, del chat les facilitó la comprensión del input, manteniendo su carácter interactivo. Si bien es cierto que un análisis pormenorizado de estos datos muestra que las transcripciones del lenguaje oral contienen más rasgos discursivos cooperativos que las del lenguaje mediado por el ordenador, las sesiones con nativos por medio de chat pueden hacer de puente o transición para el momento en el que aprendices de nivel intermedio inicien conversaciones espontáneas con hablantes nativos de la lengua meta

    In-text: (Martínez Arbeláiz, 2007)

    Your Bibliography: Martínez Arbeláiz, A., 2007. La interacción mediada por el ordenador en el aula de lengua extranjera. [ebook] RELATEC. Revista Latinoamericana de Tecnología Educativa. Available at: <https://dialnet.unirioja.es/descarga/articulo/2561431.pdf> [Accessed 12 November 2017].

  • Journal

    Md Yunus, M., Salehi, H. and Chenzi, C.

    Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses

    2012 - English Language Teaching

    Abstract: With the rapid development of world and technology, English learning has become more important. Teachers frequently use teacher-centered pedagogy that leads to lack of interaction with students. This paper aims to investigate the advantages and disadvantages of integrating social networking tools into ESL writing classroom and discuss the ways to plan activities by integrating social networking services (SNSs) into the classroom. Data was collected through an online discussion board from TESL students in a state university in Malaysia. The findings revealed that integrating social networking services in ESL writing classroom could help to broaden students’ knowledge, increase their motivation and build confidence in learning ESL writing. The students’ difficulties for concentrating on the materials when they use computer, lack of enough equipment as well as access to internet, and teachers’ insufficient time to interact with the students were regarded as the main disadvantages of integrating social networking tools into ESL writing classes. Therefore, in this new technological era, it is essential for students and teachers to be equipped with technical skills to be competent for life-long learning and teaching. More studies are needed to explore the teachers’ and students’ attitudes towards using ICT in ESL/EFL contexts. Future quantitative and qualitative studies with more participants are needed to provide deeper insight.

    In-text: (Md Yunus, Salehi and Chenzi, 2012)

    Your Bibliography: Md Yunus, M., Salehi, H. and Chenzi, C., 2012. Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses. English Language Teaching, [online] 5(8). Available at: <http://www.ccsenet.org/journal/index.php/elt/article/view/18613> [Accessed 12 November 2017].

  • E-book or PDF

    Morató Payá, A.

    El WhatsApp como complemento de aprendizaje en la clase de E/LE

    2014 - Dialnet

    Resumen: Este artículo propone utilizar las posibilidades que ofrece la aplicación de mensajería WhatsApp para consolidar y revisar los contenidos comunicativos y lingüísticos estudiados en la clase de E/LE. Esta aplicación nos ofrece un contacto más personal y directo con los alumnos, permitiendo la interacción entre ellos y manteniendo un contacto permanente con la lengua fuera del aula. Trabajamos con dinámicas que están dirigidas a todos los niveles del Marco Común Europeo de Referencia para las lenguas y el Plan curricular del Instituto Cervantes y que nos permiten desarrollar todas las competencias de la lengua en un entorno real y familiar, de forma lúdica y motivadora.

    In-text: (Morató Payá, 2014)

    Your Bibliography: Morató Payá, A., 2014. El WhatsApp como complemento de aprendizaje en la clase de E/LE. [ebook] Dialnet. Available at: <https://dialnet.unirioja.es/descarga/articulo/4862169.pdf> [Accessed 12 November 2017].

  • Journal

    Ohlund, B., Yu, C. H., Jannasch-Pennell, A. and Digangi, S. A.

    Impact of Asynchronous and Synchronous Internet-Based Communication on Collaboration and Performance among K-12 Teachers

    2000 - Journal of Educational Computing Research

    Abstract: This study investigated the use of asynchronous (mailing lists) and synchronous (chat sessions) Internet-based communication and its impact on teachers' attitudes toward collaboration, activity completion rate, and test performance. In addition, the impact of collaboration on activity completion rate and teacher performance measured by objective tests was investigated. Although it was found that attitudes toward collaboration did not affect test performance, the data suggested a relationship between attitudes toward collaboration and use of Internet-based communication.

    In-text: (Ohlund, Yu, Jannasch-Pennell and Digangi, 2000)

    Your Bibliography: Ohlund, B., Yu, C., Jannasch-Pennell, A. and Digangi, S., 2000. Impact of Asynchronous and Synchronous Internet-Based Communication on Collaboration and Performance among K-12 Teachers. Journal of Educational Computing Research, [online] 23(4), pp.405-420. Available at: <http://journals.sagepub.com/doi/10.2190/U40F-M2LK-VKVW-883L> [Accessed 12 November 2017].

  • Journal

    Oliva Marañón, C.

    El lenguaje como referente de la traslación del discurso oral al entorno digital: un espacio multimedia e interactivo

    2012 - Vivat Academia

    Resumen: La vitalidad léxica de la Lengua Española es un hecho constatado. Un síntoma evidente de ello es la aparición de palabras nuevas en los medios de comunicación, algunas, mediante el cambio significativo de vocablos ya existentes; otras, tomadas de registros extranjeros, pero la mayoría formadas a partir de las propias reglas de la lengua. Ahora bien, la emergencia del nuevo entorno electrónico, con la presencia del habla fusionada en la escritura, ha logrado una nueva forma de lenguaje escrito, de libre flujo por la Red. De ese modo, la interacción mediante texto electrónico cobra una distancia significativa con respecto a las experiencias de escribir más tradicionales, ya que reactualiza una dinámica de comunicación semejante a las prácticas de la tradición oral de la conversación. Se ha analizado el léxico de algunos de los mensajes escritos a través de las Páginas Web de la serie de televisión El Barco, que ha acumulado altos índices de audiencia. Con su nueva aplicación interactiva, llamada LosTwittersodios, los espectadores pueden comunicarse con sus personajes a través de la Red Social Twitter. Mediante estos mensajes de texto puede apreciarse cómo el lenguaje ha sufrido una considerable transformación entre los usuarios de las Nuevas Tecnologías.

    In-text: (Oliva Marañón, 2012)

    Your Bibliography: Oliva Marañón, C., 2012. El lenguaje como referente de la traslación del discurso oral al entorno digital: un espacio multimedia e interactivo. Vivat Academia, [online] 0(120), p.65. Available at: <http://www.vivatacademia.net/index.php/vivat/article/view/25/26> [Accessed 12 November 2017].

  • Journal

    Palapanidi, K. and Mavrou, I.

    La influencia del tipo de tarea en la fluidez y la exactitud léxica de la producción escrita de aprendientes griegos de español como lengua extranjera

    2014 - Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

    Resumen: El objetivo del presente estudio es examinar la influencia del tipo de tarea (narración - argumentación) en la fluidez y la exactitud léxica de la producción escrita de aprendientes griegos de español como lengua extranjera así como la posible interacción entre ellas dentro del mismo tipo de tarea. Los resultados han mostrado que el tipo de tarea influye tanto en la fluidez como en la exactitud léxica. En concreto, se ha observado mayor fluidez pero menor exactitud léxica en la tarea narrativa. Adicionalmente, se han observado correlaciones significativas entre la fluidez y la exactitud léxica solo en la tarea narrativa. Los resultados se explican basándose en el Modelo de la Capacidad Limitada de Atención de Skehan y la Hipótesis de Cognición de Robinson

    In-text: (Palapanidi and Mavrou, 2014)

    Your Bibliography: Palapanidi, K. and Mavrou, I., 2014. La influencia del tipo de tarea en la fluidez y la exactitud léxica de la producción escrita de aprendientes griegos de español como lengua extranjera. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, [online] 2014(22). Available at: <https://dialnet.unirioja.es/servlet/articulo?codigo=4772809> [Accessed 12 November 2017].

  • E-book or PDF

    Park, Y. J. and Bonk, C. J.

    Synchronous Learning Experiences: Distance and Residential Learners’ Perspectives in a Blended Graduate Course

    2007 - Journal of Interactive Online Learning

    Abstract: Synchronous communication has a great potential to increase individual participation and group collaboration. Despite increasing use, scant research has been conducted on variables impacting successful synchronous learning. This study focuses on learner experiences in a realtime communication mediated by the Breeze web-based collaboration system. It also combined conference mediums. Eight students, 4 residential and 4 learning at a distance, were interviewed to examine the perceived benefits and challenges of synchronous interaction. Study findings showed that learners valued spontaneous feedback, meaningful interactions, multiple perspectives, and instructors’ supports. On the other hand, time constraints, lack of reflection, language barriers, tool-related problems, and peers’ network connection problems were viewed as challenges. Due to pervasive time pressures, the synchronous interactions mainly focused on task-related issues. Nevertheless, students felt a need for connecting to others in the course and a sense of social presence. Interestingly, no differences were found between the distance and residential students in terms of learning strategies for synchronous discussions.

    In-text: (Park and Bonk, 2007)

    Your Bibliography: Park, Y. and Bonk, C., 2007. Synchronous Learning Experiences: Distance and Residential Learners’ Perspectives in a Blended Graduate Course. [ebook] Journal of Interactive Online Learning. Available at: <http://www.ncolr.org/jiol/issues/pdf/6.3.6.pdf> [Accessed 12 November 2017].

  • Journal

    Petrakou, A.

    Interacting through avatars: Virtual worlds as a context for online education

    2010 - Computers & Education

    Abstract: This paper studies how a virtual world is utilised as a learning environment in an online course in higher education. The aim is to explore how this setting currently facilitates online education, and to identify those issues of interactivity that are essential in this context. The study builds on an ethnographic approach and data were collected through observations, recordings and interviews. The most important finding from this study is that the virtual world provides enhanced interactivity because it allows for synchronous communication and places the student in a spatial dimension. In order to make full use of this enhanced interactivity, the users' technical skills must be improved and the technical problems associated with computer-generated environments must be resolved. As more and more students get acquainted with virtual world environments, new rules for social interaction emerge; when students have become used to interacting through avatars, we will be able to see the true potential of interaction in these settings.

    In-text: (Petrakou, 2010)

    Your Bibliography: Petrakou, A., 2010. Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, [online] 54(4), pp.1020-1027. Available at: <http://www.sciencedirect.com/science/article/pii/S0360131509002929> [Accessed 12 November 2017].

  • E-book or PDF

    Picciano, A. G.

    BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE

    2002 - Journal of Asynchronous Learning Networks

    Abstract: The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the quality and quantity of their interactions and how much they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.

    In-text: (Picciano, 2002)

    Your Bibliography: Picciano, A., 2002. BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE. [ebook] Journal of Asynchronous Learning Networks. Available at: <https://s3.amazonaws.com/academia.edu.documents/41320876/picciano_2002.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1510499321&Signature=ICFcOC7Vv2ZwoqYFfkgX%2BQmFOps%3D&response-content-disposition=inline%3B%20filename%3DBeyond_student_perceptions_Issues_of_int.pdf> [Accessed 12 November 2017].

  • Dissertation

    Razola Mayor, B.

    Las interacciones entre estudiantes en el aula de lenguas y en los entornos pedagógicos multimedia: convergencia, divergencia y potencialidad

    2009

    Resumen: Esta tesis estudia la potencialidad pedagógica de las interacciones sincrónicas escritas para el aprendizaje de lenguas extranjeras. El objetivo central consiste en averiguar en qué medida el chat puede ser considerado un medio válido para la realización de tareas comunicativas entre aprendientes. En la presente investigación, tratamos de identificar los aspectos de la dimensión interaccional de la comunicación oral que pueden ser trabajados a través del chat con el fin de que este dispositivo de comunicación pueda ser integrado, de manera adecuada, en las formaciones que tienen lugar en los entornos pedagógicos virtuales. Para ello, hemos llevado a cabo un estudio contrastivo de dos tipos de tareas de uso corriente en las aulas: un juego de rol y un debate, realizadas a través de chat y cara a cara. El enfoque socio-interaccionista de la adquisición y la Lingüística Interaccional, comprendida como el conjunto de disciplinas lingüísticas dedicadas al estudio del habla, constituyen la base teórica de la investigación. El análisis de los materiales se articula en torno a tres ejes: la construcción conjunta del discurso, los procesos de aprendizaje con reflejo en la interacción y la gestión colectiva de la tarea. Los resultados obtenidos constituyen una guía para la incorporación y el uso del chat en las formaciones de lenguas extranjeras.

    In-text: (Razola Mayor, 2009)

    Your Bibliography: Razola Mayor, B., 2009. Las interacciones entre estudiantes en el aula de lenguas y en los entornos pedagógicos multimedia: convergencia, divergencia y potencialidad. Licenciatura. Universidad de Alcalá.

  • Journal

    Rovai, A. P.

    Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks

    2002 - The Internet and Higher Education

    Abstract: The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.comSM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.

    In-text: (Rovai, 2002)

    Your Bibliography: Rovai, A., 2002. Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, [online] 5(4), pp.319-332. Available at: <http://www.sciencedirect.com/science/article/pii/S1096751602001306?via%3Dihub> [Accessed 12 November 2017].

  • E-book or PDF

    Semenov, A., Pereverzev, L. and Bulin-Sokolova, E.

    Las tecnologías de la información y la comunicación en la enseñanza. Manual para docentes o Cómo crear nuevos entornos de aprendizaje abierto por medio de las TIC

    2017 - UNESCO - París

    In-text: (Semenov, Pereverzev and Bulin-Sokolova, 2017)

    Your Bibliography: Semenov, A., Pereverzev, L. and Bulin-Sokolova, E., 2017. Las tecnologías de la información y la comunicación en la enseñanza. Manual para docentes o Cómo crear nuevos entornos de aprendizaje abierto por medio de las TIC. [ebook] París: UNESCO, p.6. Available at: <http://unesdoc.unesco.org/images/0013/001390/139028s.pdf> [Accessed 14 November 2017].

  • Journal

    Sharma, P.

    CALL Dimensions: Options and Issues in Computer-Assisted Language Learning * A Practical Guide to Using Computers in Language Teaching

    2008 - ELT Journal

    Abstract: CALL (computer-aided language learning) is a controversial field. There are areas on which professionals agree, such as the importance of the role of technology in language teaching and learning. Equally, there are many areas of disagreement—in what constitutes good material, how such materials can be evaluated, and exactly how new technology can be woven into language courses. Does theory inform practice, and how does practice influence theory? This review examines two works at opposite ends of the spectrum, a book which explores theory and a practical teaching manual. Both the authors of CALL Dimensions are established in the field. Mike Levy is well-known for his book Computer-Assisted Language Learning: Context and Conceptualisation (1997), which made the important distinction between the computer as ‘tutor’ or as ‘tool’. He has collaborated before with Glenn Stockwell, who has also written on...

    In-text: (Sharma, 2008)

    Your Bibliography: Sharma, P., 2008. CALL Dimensions: Options and Issues in Computer-Assisted Language Learning * A Practical Guide to Using Computers in Language Teaching. ELT Journal, [online] 62(1), pp.102-105. Available at: <https://academic.oup.com/eltj/article-abstract/62/1/102/418273> [Accessed 12 November 2017].

  • Journal

    Sosa Neira, E. A., Salinas, J. and De Benito, B.

    Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

    2017 - International Journal of Emerging Technologies in Learning (iJET)

    Abstract: This study systematically reviews, classifies and synthesizes the research related to Emerging Technologies (ETs) in the field of formal education between 2006 and 2016, aiming to identify areas of uncertainty for future research. In addition, this study is a tool to guide teachers in their decision making when incorporating technologies in the classroom. The research approach was mixed and it analyzed 288 studies that met the inclusion criteria. Results show that all the studies aimed to improve and to transform the different educational processes through the incorporation of ETs. The most used methodology was qualitative research; the survey was the most widely used instrument; the most affected population was the students in the context of higher education; the competences to improve was critical thinking, followed by problem solving, collaborative work, creative thinking, and decision-making. Emerging Technologies (ETs) are contextual, adaptable, evolving, ubiquitous, disruptive, innovative, complementary and generate a degree of uncertainty, they can be complex, accessible, functional, easy to use, interactive and it found that Web 2.0 technologies are the most used in the studies.

    In-text: (Sosa Neira, Salinas and De Benito, 2017)

    Your Bibliography: Sosa Neira, E., Salinas, J. and De Benito, B., 2017. Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016. International Journal of Emerging Technologies in Learning (iJET), [online] 12(05), p.128. Available at: <http://online-journals.org/index.php/i-jet/article/view/6939/4430> [Accessed 12 November 2017].

  • Journal

    Varela Salinas, M. J. and Burbat, R.

    MOOC y el aprendizaje de una lengua extranjera: ¿Back to the future?

    2017 - Revista de Lingüística y Lenguas Aplicadas

    Resumen: Cada vez se ofertan más MOOC, y poco a poco también en el campo de las lenguas extranjeras. Debido a las características de los MOOC como una forma de enseñanza-aprendizaje que se dirige a un público potencialmente ilimitado, su metodología está sujeta a dichas particularidades, que necesariamente influyen en la consecución de las competencias en las destrezas comunicativas como la expresión oral y escrita y la comprensión oral y lectora. Nuestra contribución versa sobre estos límites de los MOOC y plantea la duda de hasta qué punto la metodología relacionada constituye un paso atrás hacia enfoques fundamentalmente formales ya superados en el campo de las lenguas extranjeras.

    In-text: (Varela Salinas and Burbat, 2017)

    Your Bibliography: Varela Salinas, M. and Burbat, R., 2017. MOOC y el aprendizaje de una lengua extranjera: ¿Back to the future?. Revista de Lingüística y Lenguas Aplicadas, [online] 12(1), p.151. Available at: <https://ojs.cc.upv.es/index.php/rdlyla/article/view/6564> [Accessed 12 November 2017].

  • Journal

    Vela Delfa, C. and Jiménez Gómez, J. J.

    El sistema de alternancia de turnos en los intercambios sincrónicos mediatizados por ordenador

    2011 - Pragmelingüística

    Resumen: El objetivo de este artículo es el estudio de las interacciones de tipo sincrónico mediatizadas por ordenador, es decir, las conversaciones electrónicas desarrolladas con aplicaciones de chat o mensajería instantánea. Examinamos los conceptos manejados por el análisis de la conversación en el marco de la etnometodología con el objetivo de determinar la idoneidad de su aplicación a este tipo de interacciones. A partir de esta reflexión observamos que tales intercambios manifiestan propiedades estructurales específicas que afectan de manera directa a la gestión de los turnos de palabra. Los solapamientos entre turnos son constantes, ya que la persistencia del texto escrito permite que en cualquier momento opere la autoselección. Además, la necesidad de ostentar la presencia conversacional, que solo resulta posible con la publicación en pantalla de las contribuciones, lleva a los interlocutores a desarrollar estrategias compensatorias como, por ejemplo, la segmentación de las intervenciones. Todo ello contribuye a la ruptura de los pares de adyacencia cuya relación prioriza la relevancia informativa frente a la contigüidad estructural.

    In-text: (Vela Delfa and Jiménez Gómez, 2011)

    Your Bibliography: Vela Delfa, C. and Jiménez Gómez, J., 2011. El sistema de alternancia de turnos en los intercambios sincrónicos mediatizados por ordenador. Pragmelingüística, [online] 19(2011). Available at: <http://hispadoc.es/servlet/articulo?codigo=3940324> [Accessed 12 November 2017].

  • Journal

    Vigara Tauste, A. M. and Hernández Toribio, M. I.

    Ciber(des)cortesía en los foros de opinión de la prensa escrita: un ejemplo

    2011 - ELUA. Estudios de Lingüística Universidad de Alicante

    Resumen: Como es sabido, la prensa escrita ha experimentado, con la llegada de internet, un notable cambio en la relación con sus lectores, que, con frecuencia, pueden expresar libre y públicamente su opinión sobre lo leído (o cualquier otra cosa) en los foros (“bancos de opinión”) habilitados para ello. En este tipo de interacción, el opinante que escribe y envía su mensaje puede (y suele) mantenerse simultáneamente activo en al menos tres instancias de enunciación diferentes: a) comunicación con el periódico (se pronuncia sobre los contenidos de la noticia); b) con el público del periódico (potenciales lectores de su comentario); c) con el resto de los lectores del foro (que pueden, a su vez, dar la réplica a cualquier intervención previa). Intentaremos analizar, en un ejemplo concreto (acontecimiento deportivo publicado en el periódico La Vanguardia), los actos de (des)cortesía que surgen en estas diferentes instancias enunciativas, para lo cual prestaremos atención tanto a las simples intervenciones como a las réplicas generadas a partir de ellas

    In-text: (Vigara Tauste and Hernández Toribio, 2011)

    Your Bibliography: Vigara Tauste, A. and Hernández Toribio, M., 2011. Ciber(des)cortesía en los foros de opinión de la prensa escrita: un ejemplo. ELUA. Estudios de Lingüística Universidad de Alicante, [online] (25), pp.353-379. Available at: <http://rua.ua.es/dspace/handle/10045/21650> [Accessed 12 November 2017].

  • Journal

    WU, D. and HILTZ, S. R.

    Predicting learning from asynchronous online discussions

    2004 - ResearchGate

    Abstract: Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students’ perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The questionnaire drew responses to a post-course questionnaire from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions formed a reliable, unidimensional index for this construct. The results indicate that online discussions do improve students’ perceived learning. Variations among instructors or courses are associated with differences in perceptions of student motivation, enjoyment, and learning from online discussion. Open-ended questions identified some student concerns about online discussions. The concluding section of this paper presents some implications for improving online discussions and for future research plans.

    In-text: (WU and HILTZ, 2004)

    Your Bibliography: WU, D. and HILTZ, S., 2004. Predicting learning from asynchronous online discussions. ResearchGate, [online] Available at: <https://www.researchgate.net/publication/228710195_Predicting_learning_from_asynchronous_online_discussions> [Accessed 12 November 2017].

  • Journal

    Ziegler, N.

    SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

    2015 - Studies in Second Language Acquisition

    Abstract: The interaction approach to second language acquisition (SLA) suggests that changes that occur during conversation facilitate second language development by providing learners with opportunities to receive modified comprehensible input and interactional feedback, to produce output, and to notice gaps between their interlanguage and the target language through negotiation for meaning (Gass & Mackey, 2007; Long, 1996). Numerous empirical studies and meta-analyses have demonstrated positive effects for interaction (e.g Keck et al., 2006; Mackey & Goo, 2007). However, despite an increasing body of evidence examining synchronous computer-mediated communication (SCMC) from an interactionist perspective (e.g. Blake, 2000; Smith, 2004; Yilmaz, 2012), the efficacy of interaction in computer-mediated contexts has been less clear so far. The current study reports on a synthesis and meta-analysis on the relative effectiveness of interaction in SCMC and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles or dissertations published between 1990 and 2012, retrieved through searches in CALL and applied linguistics journals and texts. Results demonstrate that interaction in both SCMC and FTF had positive impacts on L2 development, with comparative findings revealing a small, although non-significant, effect for interaction in SCMC on measures of L2 learning outcomes. When the development of learners’ productive and receptive skills were the focus, results showed a small effect for SCMC on learners’ productive skills and a small effect for FTF on learners’ receptive skills. Additionally, analyses investigated learners’ written and oral skills, this time with results indicating a small effect for interaction in SCMC on written skills and a small effect for FTF interaction on oral skills. In sum, these results reveal several promising trends regarding interaction in SCMC. Furthermore, there were no significant differences between the two modes, suggesting, importantly, that in this meta-analysis the mode of communication has no significant impact on the positive developmental benefits associated with interaction. This research also found a number of issues regarding methodological quality, including inconsistent reporting of statistical tests and procedures. Finally, areas are identified within SCMC interaction research that are ripe for further investigation and suggestions are made for methodological improvements and directions for future research.

    In-text: (Ziegler, 2015)

    Your Bibliography: Ziegler, N., 2015. SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION. Studies in Second Language Acquisition, [online] 38(03), pp.553-586. Available at: <https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/synchronous-computer-mediated-communication-and-interaction/F05E29E42457059532258158B93167D7>.

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