The integration of collaborative distance learning methods in secondary education: case study of an eTwinning partnership

Abstract

The present study examines the integration of distance education technologies in formal school education and in particular the implementation of an eTwinning project-partnership, which took place during the 2011-2012 school year between a Greek and a French school, with the use of the English language. The aim of the research is to investigate the parameters that affect satisfaction that pupils obtain from partaking in a collaborative distance learning environment, as well as their interest in learning. According to the research results, pupils express increased interest and satisfaction from their involvement in collaborative distance learning activities, with the level of satisfaction depending mostly on their feeling of social presence, their active participation in the various activities, their readiness to use the communication language, their personality and the learning strategies they use. The research also highlights the importance of the role of the teacher in designing and implementing the partnership, but also the various difficulties he has to cope with. The research results could be used by educational policy institutions as feedback towards the implementation of the existing Cross-thematic Curriculum Framework, as well the Curriculum Framework of the “New School”.