F. Tajariol, M. Dubois, and J.-M. Adam (France)
Tutoring dialogues, video-activity, video-presence.
Amongst distance learning activities, tutoring is considered to be very efficient. If many studies focus on learner’s role, performance and satisfaction, many questions remains about the tutor’s cognitive activity and about the effect of the media communication on tutor’s using of language. In this paper we present the beginning of our first exploratory study on this topic. The results show that tutors shift the contents of dialogue with students from procedural to contextual information, in order to the different media settings.
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