Abstract
The purpose of the following article is to discuss the integration of computermediated communication into a French writing course and to report on theassessment methodology used in order to gather studentsâ perspectives. Theonline course component was introduced in the Fall of 2003 in order toenhance studentsâ learning by introducing collaborative writing projects, andas a result, to encourage them to write on a regular basis. The intent of thenew pedagogical paradigm was to create a student-centred environment wheresocio-constructivist and cognitive principles would be infused into the teachingof French writing (L2 setting). A design experiment methodology based onstudentsâ perspectives was used to continuously test and refine the onlinecomponent of the course. This process assessment helped in the development ofour final course model and tested the quality of our teaching.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
