Benefits and limitations of web 2.0 tasks in an asymmetrical tele-collaboration project
This article focuses on an online exchange in which students in a Master FLE (French as a Foreign Language) class (future French language teachers) asked Cypriot and Latvian French-language learners to complete sixty distance-learning tasks. One third of these tasks, which are the focus of this article, used Web 2.0 applications. The article first describes and categorizes the tasks. Then it tries to understand why these tasks have not led to the expected interactions with a wider online audience nor to the anticipated dissemination of the content developed by the learners. It (continues) concludes by exploring the question of who are the intended recipient(s) of the content produced by these learners.
Canadian Journal of Learning and Technology
