Sites de Réseautage Social en Classe: de Nouveaux Rôles pour les Professeurs et de Nouvelles Approches pour Élaborer des Cours

Authors

  • Jorge Eduardo Pineda Hoyos Universidad de Antioquia

DOI:

https://doi.org/10.17533/udea.ikala.v19n3a04

Keywords:

Web 2.0, rôles des professeurs, réseautage social, environnement virtuel dispensé sur le web

Abstract

Le Web 2.0 en général et les sites de réseautage social en particulier ont pris une place considérable dans la vie quotidienne. Néanmoins leur introduction en classe n'a pas été étudiée. Cet article présente les résultats issus de l ́utilisation d´un web 2.0, en particulier un site de réseau social qui a servi de support virtuel pour un cours face-à-face. Ces résultats révèlent que la mise en place de cet outil a des effets sur cinq domaines de gestion: (1) gestion des moyens logistiques, (2) gestion des informations et des savoirs, (3) gestion de la communication, (4) gestion du travail de classe dispensé sur le web, et (5) facilité d ́accès à l ́environnement virtuel. Les conclusions de cette étude montrent que l ́utilisation d ́un environnement virtuel dispensé sur le web implique de nouveaux rôles pour les professeurs ainsi que de nouvelles approches pour élaborer des cours en ligne ou des cours hybrides.

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Author Biography

Jorge Eduardo Pineda Hoyos, Universidad de Antioquia 

Eduardo Pineda Hoyos is a full-time professor at the Language School of the University of Antioquia. Professor Pineda Hoyos has a degree in language teaching and a master's degree in teaching English. His academic interests focus on the relationship between language teaching and learning and technology, the effects of implementing technology on the professional performance of teachers, and the effects of technology on language teaching and learning.

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Published

2015-07-10

How to Cite

Pineda Hoyos, J. E. (2015). Sites de Réseautage Social en Classe: de Nouveaux Rôles pour les Professeurs et de Nouvelles Approches pour Élaborer des Cours. Íkala, Revista De Lenguaje Y Cultura, 19(3), 269–283. https://doi.org/10.17533/udea.ikala.v19n3a04

Issue

Vol. 19 No. 3

Section

Empirical Studies

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Copyright (c) 2014 Íkala

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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