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dc.contributor.advisorMcLoughlin, Laura
dc.contributor.authorBernabei, Silvia
dc.date.accessioned2015-09-10T18:10:35Z
dc.date.available2015-09-10T18:10:35Z
dc.date.issued2011-10-28
dc.identifier.urihttp://hdl.handle.net/10379/5209
dc.description.abstractE-learning can certainly be considered an aspect of education in its broad meaning, although it implies that the learner is situated at a physical distance from the instructor and therefore the use of a computer (or other mobile devices) is necessary to gain access to learning materials. In addition, it is a methodology based on constructivist theories where the interaction among participants predominates and where the learner takes on an active and responsible role. But can e-learning applied to language learning be considered as a valid alternative to more traditional methodologies? The objective of this thesis is to offer an overview of the distance learning and the cognitive theories usually associated with this new teaching mode, with a focus on Costructivism and Connectivism 'a new theory for a digital age' applied to e-learning and in particular to foreign language e-learning. The construction of the knowledge in the information age is mainly seen as 'social' factor and is achieved through: collaborative work by the learners and negotiations of ideas through web 2.0 tools such as forum, chat, VoIP, and IM as well as blog, wiki and podcast. In the language learning field these tools help learners also to achieve and/or enhance their communicative skills. In addition, this study proposes a practical application of how to build an online language learning course based on the theories and tools stated above; an investigation of the roles involved in such course with a focus on the e-tutor role and an analysis of the different attitudes learners adopt when dealing with the net, and finally an examination on the assessment methods connected with the didactic proposal, which cannot be the same as those employed in traditional face-to-face learning and teaching.en_US
dc.subjectE-learningen_US
dc.subjectForeign language teachingen_US
dc.subjectConnectivismen_US
dc.subjectSecond language acquisitionen_US
dc.subjectWeb 2.0en_US
dc.subjectItalian studiesen_US
dc.subjectE-tutoren_US
dc.subjectConstructivismen_US
dc.titleL'e-learning nella glottodidattica: strumenti e proposte in una prospettiva connettivistaen_US
dc.typeThesisen_US
dc.contributor.funderCollege of Arts, Social Sciences and Celtic Studies fellowshipen_US
dc.contributor.funderGalway County Council Granten_US
dc.local.noteThe thesis offers an overview of the e-learning applied to foreign language teaching and cognitives theories usually associated with this new teaching mode, with a focus on Constructivism and Connectivism. In addition, it proposes a practical application of how to build and online language learning course, an investigation of the roles involved in such course and an examination on the assessment methods connected with the didactic proposal.en_US
dc.local.finalYesen_US
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