Web 2.0 applications, collaboration and cognitive processes in case-based foreign language learning

Abstract

Web 2.0 has created new possibilities for students to engage, interact and collaborate in learning tasks that enhance learning processes and the overall learning experience. The challenge for educators is to design and integrate a new set of tools based on specific didactic principles associated with a specific domain of learning. This article discusses experiences and challenges of using a Web 2.0-based collaborative learning environment in case-based teaching of foreign languages. The cognitive processes underlying learning and in particular foreign language learning are assumed to be facilitated by means of collaborative Web 2.0 applications. Based on the notions of social constructivism and social constructionism, we argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language learning are facilitated by means of collaborative Web 2.0 tools. Preliminary experiments have indicated that collaborative learning processes that are embedded in an e-learning platform are supportive and conducive to successful problem-solving which leads to successful adult foreign language learning. © 2009 Springer Berlin Heidelberg.