The conclusion <strong>of</strong> our statistical analysis is that the great number <strong>of</strong> stu<strong>de</strong>nts with low interest forindividual study based on the wiki resources is mainly due to the low frequence <strong>of</strong> teacherfeedback, low attendance <strong>of</strong> face-to-face meetings (no compulsory attendance was stipulated at thebeginning <strong>of</strong> the semester) and, finally, the stu<strong>de</strong>nts’ own type <strong>of</strong> involvement in the learningactivity, namely slow start and increased frequency after mid-semester and at the end-<strong>of</strong>-semesterintervals, when assessment constraints became imminent.4. CONCLUSIONSDue to the transition to the semantic web where most activities are carried out un<strong>de</strong>r the sign <strong>of</strong>collaboration and the results <strong>of</strong> numerous studies/ surveys attesting Web 2.0 technologies’beneficial impact on learning, we have <strong>de</strong>ci<strong>de</strong>d to introduce the wiki as a component <strong>of</strong> a blen<strong>de</strong>dlearning approach to learning English for Specific/Aca<strong>de</strong>mic Purposes.Our research will continue with corrections and adaptations <strong>of</strong> the wiki platform in or<strong>de</strong>r to meetthe needs <strong>of</strong> stu<strong>de</strong>nts by creating a balance <strong>of</strong> face-to-face meetings and wiki presence, a regularfeedback pattern teacher-stu<strong>de</strong>nts and distributing tasks and assessment/ self-assessment activitiesduring the semester interval.A long-term goal would be to i<strong>de</strong>ntify stu<strong>de</strong>nt pr<strong>of</strong>iles based on an interdisciplinary approach(cultural, educational, <strong>de</strong>mographic, language level dimensions) that would allow us to personalisethe collaborative learning process into more efficient working groups. This would help us build a<strong>de</strong>termining/<strong>de</strong>fining pattern <strong>of</strong> relationships based on methods from the game theory that wouldhelp optimise the learning process and bring about enhanced pr<strong>of</strong>essional, social and personalresults for all parties involved.REFERENCES1. Carver, D., (1983). Some propositions about ESP. In The ESP <strong>Journal</strong> no. 2, pag: 131-137.2. Constructivismul in educatie, http://inovatie.numeris.com.ro/E.<strong>No</strong>veanu-Constructivismul.pdf.3. Digital competitiveness: http://ec.europa.eu/information_society/newsroom/cf/item-<strong>de</strong>taildae.cfm?item_id=64994. Dillenbourg, P., Baker, M., Blaye, A., O'Malley, C., (1996). The evolution <strong>of</strong> research oncollaborative learning. In E. Spada and P. Reiman (eds). (1996). Learning in Humans andMachine: Towards an interdisciplinary learning science. pag: 189-211. Oxford: Elsevier.5. Doise, W., Mugny, G., (1984). The social <strong>de</strong>velopment <strong>of</strong> the intellect. In Doise, W. andMugny, G., (1984). Dezvoltarea socială a intelectului. Oxford: Pergamon Press. Oxford:Pergamon Press.6. Drugan, T., Achimas, A., Tigan, S., (2005). Biostatistică, Editura SRIMA, Cluj-Napoca.7. Eurostat. Information Society Statistical Data, (2009). URL: http://epp.eurostat.ec.europa.eu/portal/page/portal/information_society/data/main_tables. Accessed 22 December 2010.8. Flash Eurobarometer nr. 260, (2009). Stu<strong>de</strong>nts and Higher Education Reform, URL:http://ec.europa.eu/public_opinion/flash/fl_260_en.pdf Retrieved 10 March 2010.9. Freeman, R. E., (1984). Strategic Management: A Stakehol<strong>de</strong>r Approach. Pitman PublishingInc., Marshfield, MA.10. Friedman, M., (1962). Capitalism and Freedom. University <strong>of</strong> Chicago Press, Chicago, IL.11. Goodsell, A., Maher, M., Tinto, V., Leigh Smith, B., MacGregor, J., (1992). What IsCollaborative Learning? in Collaborative Learning: A Sourcebook for Higher Education, TheNational Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania StateUniversity.12. Harmer, J., (2007). English Language Teaching, Pearson. Longman.13. Harriman, G., (2010). Learning 2.0: fad, new pedagogical, or something else?, http://www.grayharriman.com/learning2.htm. Retrieved 30 March, 2010.
<strong>14</strong>. http://eacea.ec.europa.eu/llp/studies/documents/study_impact_ict_new_media_language_learning/final_report_en.pdf15. Johnson, D.W., Johnson, R.T., Smith, K.A., (1998). Change, July/August, pag. 27-35.16. Jonasen, D.H., (2010). Technology as Cognitive Tools. Learners as Designers. URL:http://itech1.coe.uga.edu/itforum/paper1/paper1.html. Retrieved 31 March 2010.17. Kommers, P.A.M, Jonassen, D., Mayes, T., (Eds) (1992). Cognitive Tools for learning.Hei<strong>de</strong>lberg: Springer.18. Kovacic, A., Bubas, G., Zlatovic, M., (2007a). Evaluation <strong>of</strong> activities with a wiki system inteaching English as a second language. In International Conference ICT for Language Learning,Florence, Italy. Retrieved May 10, 2008, from: www.leonardo-lets.net/ict/common/download/AndrejaKovacic.pdf.19. Kovacic, A., Bubas, G., Zlatovic, M., (2007b). Using a wiki system for learning activities in aspecialist English aca<strong>de</strong>mic course. In Proceedings on the Conference Computers in Education,30 th International Convention MIPRO 2007, Opatija, Croatia, pag. 198-203.20. Leuf, B., Cunningham, W., (2001). The wiki way: Quick collaboration on the web. Boston:Addison Wesley.21. Mattison, D., (2003). Quickiwiki, Swiki, Twiki, Zwiki and the Plone wars: Wiki as a PIM andcollaborative content tool, [Electronic version]. Searcher, 11(4), pag. 32-48.22. <strong>No</strong>veanu, E. (1999). Constructivismul in educatie. In <strong>Revista</strong> <strong>de</strong> Pedagogie, no. 7-12, pag. 7-16,http://inovatie.numeris.com.ro/E.<strong>No</strong>veanu-Constructivismul.pdf.23. Panitz, T., Collaborative versus cooperative learning- a comparison <strong>of</strong> the two concepts whichwill help us un<strong>de</strong>rstand the un<strong>de</strong>rlying nature <strong>of</strong> interactive learning, http://home.capecod.net/~tpanitz/tedsarticles/coop<strong>de</strong>finition.htm.24. Preda, A.M., Stanica, J.L., Crisan, D.A., (2011). A study on the stage <strong>of</strong> e-learning <strong>de</strong>velopmentin Romania. In European Integration - New Challenges, 6 th Edition 28-29 May 2010,http://anale.steconomiceuora<strong>de</strong>a.ro/volume/2010/n1/131.pdf.25. Privateer, P., (1999). Aca<strong>de</strong>mic Technology and the Future <strong>of</strong> Higher Education: Strategic PathsTaken and <strong>No</strong>t Taken. In <strong>Journal</strong> <strong>of</strong> Higher Education, 70(1), pag. 60-79 (apud. PhilippaGerbic, What About Flexible Learning And ICT? – A Review Of Technology Based FlexibleLearning, In Tertiary Education. URL: http://www.col.org/pcf3/Papers/PDFs/Gerbic_Philippa.pdf . Retrieved 1 April 2010.26. Resnick, L.B., (1991). Shared cognition: thinking as social practice. In L. Resnick, J. Levineand S. Teasley (Eds). (1991). Perspectives on <strong>Social</strong>ly Shared Cognition. pag. 127-<strong>14</strong>9.Hyattsville, MD: American Psychological Association.27. Schwartz, L., Clark, S., Cossarin, M., Rudolph, J., (2003). Educational Wikis: features andselection criteria, REPORT#:R27/0311, http://c<strong>de</strong>.athabascau.ca/s<strong>of</strong>teval/reports/R270311.pdf.28. Seitzinger, J., (2006). Be constructive: blogs, podcasts, and wikis as constructivist learningtools. In Learning Solutions, Retrieved May 10, 2008, from: http://www.elearningguild.com/pdf/2/073106DES.pdf.29. Unesco, (2002). Information and Communication Technology in Education. A Curriculum forSchools and Programme for Teacher Development, URL: http://unesdoc.unesco.org/images/0012/001295/129538e.pdf, Retrieved 12 April 2010.30. Vîgotski, L. S., (1972). Opere psihologice alese, vol I-II, Editura Didactică şi Pedagogică,Bucureşti.31. Wenger, E., (2006). Communities <strong>of</strong> practice: a brief introduction, Retrieved March 24, 2010,from http://www.ewenger.com/theory/in<strong>de</strong>x.htm.
- Page 1:
Revista de Informatica Sociala 14 /
- Page 7:
● ● ●CONTENTS● ● ●[9-20
- Page 10 and 11:
THE TRANSITION FROM OLD TO NEW MEDI
- Page 12 and 13:
30252023.420.325.11510500.85.5Never
- Page 14 and 15: Overall, we can therefore sum up on
- Page 16 and 17: n.a.I often use itI seldom use it6.
- Page 18 and 19: - Traditional web use: searching th
- Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
- Page 22: IntroductionIn 1995, Bernie Dodge o
- Page 25 and 26: The Web-Inquiry Project [WIP] is a
- Page 27 and 28: and even orally. The teacher will a
- Page 29 and 30: environment in which the teacher gu
- Page 31 and 32: Transformation Through Online Learn
- Page 33 and 34: INTRODUCTIONLeading practitioners a
- Page 35 and 36: learning. We also describe how the
- Page 37 and 38: Some of these transformations are b
- Page 39 and 40: Recently, Twigg has received suppor
- Page 41 and 42: Stage III: Unbundled Learning, Mark
- Page 43 and 44: perhaps using Second Life-like virt
- Page 45 and 46: performance. Indeed, Stage V will l
- Page 47 and 48: Free-Range Open LearningOver time,
- Page 49 and 50: New communities, tools and services
- Page 51 and 52: Embed enterprise-wide predictive an
- Page 53 and 54: In collaboration with Strategic Ini
- Page 55 and 56: Wiki Tools and English for Academic
- Page 57 and 58: eality. Besides being an additional
- Page 59 and 60: StudentPage 1StudentPage nTeacher
- Page 61 and 62: 100%90%80%70%60%50%40%30%20%10%0%Ac
- Page 63: 200Correlation View/Page Edits150Vi
- Page 67 and 68: Simularea şi comunicarea electroni
- Page 69 and 70: RespondenţiRăspunsuriLa nivelul
- Page 71 and 72: RespondenţiRăspunsuriLa nivelul
- Page 73 and 74: Respondenţii au fost rugaţi să i
- Page 75 and 76: Itemul 9 doreşte să identifice ti
- Page 77 and 78: Identificara opţiunii, chiar şi p
- Page 79 and 80: EşantioaneRăspunsuri/Ranguriagita
- Page 81 and 82: modalităţile practice prin care u
- Page 83 and 84: 1. INTRODUCEREÎn prezent, complexi
- Page 85 and 86: Figura 1. Analiza grafică a evolu
- Page 87 and 88: Faţă de această situaţie se deg
- Page 89 and 90: variabilele acesti noi culturi cybe
- Page 91 and 92: INTRODUCEREÎncă din anul 2000 am
- Page 93 and 94: după tipul lecţiei: prezentare de
- Page 95 and 96: Funcţiile oferite de AEL asigură
- Page 97 and 98: • elevi/studenţi, beneficiari di
- Page 99 and 100: Se poate folosi cadrul formal de co
- Page 102 and 103: Evaluarea formativă este comentari
- Page 104 and 105: Rezultatele elevilor, pe itemi:Diag
- Page 106 and 107: Nr. Denumirea activităţii AEL MOO
- Page 108 and 109: SEMNAL EDITORIALLaura MALITA, Vanna
- Page 110: IN MEMORIAMConstantin TraianCHEVERE