| Abstract [eng] |
The aim of this research is to determine the educational factors of the adaptation of e-learning tools used for eTwinning projects. To achieve this aim the following objectives were set: to present the theoretical reasoning of the e-learning tools’ adaptation process; to define theoretically the factors of the adaptation of e-learning tools; to justify the methodology used in the analysis of educational factors of the adaptation of e-learning tools used for the eTwinning projects; to determine the educational factors of the adaptation of e-learning tools used for the eTwinning projects in the French language classes in the context of different countries. After the analysis of the theoretical background, a theoretical model of the educational factors of the adaptation of e-learning tools was designed and the qualitative case study of the eTwinning platform and two eTwinning projects was carried out. One finished project and one project, which is still in progress, were chosen for the research. Then, the descriptive content analysis of the interviews of six teachers doing those projects revealed that those teachers, independently from the case and the country, go through almost all the steps of the adaptation process. Furthermore, the educational factors, that mostly stimulate the adaptation process, are: a good ICT competency, which allows the teachers to apply those tools correctly and to understand their functioning. Then, the most important factors of pedagogical competency are the knowledge of students’ characteristics, the ability to adopt the tool for the study program in a way of proper content adaptation according to students and the aim of learning. Moreover, it is important to know how to adapt the tools in terms of learning duration, time management and the organization of group work. In terms of support for teachers, various courses about e-learning tools and consultations with colleagues help them learn to use e-learning tools which were used in eTwinning projects. |
