MOTIVATE TO VIRTUAL CONTEXT LEARNING
The need to make this study comes from a concrete reality, where the lack of motivation to learn condition the teaching-learning. The objective is to take the fascination that new technologies have on teenagers, namely the Internet and explore them in a pedagogical perspective.
The development of the present study resort to Dokeos platform. This kind of resource extends the relationship between teachers and students (existing in presential system) and the approximation to the information outside world. The accomplishment of this study is being made by sixty-one students and a teacher from secondary school. The resort to the presential system in parallel with the e-learning model hás several advantages along ali process, especially in the beginning, where the teacher's support reveals fundamental. There is a constant need from the students to assure the teacher is present.
This need comes from their age and their inexperience in virtual context learning. For the "Prendre lê Français " course creation in the platform, there are created support materiais and multiple collaborative and interactive work resources. This variety pretends to target ali the students, motivate them to a pro-active behavior for learning. Without exaggerations it is tried to benefit the digital format, the Internet offered-chances and the possibility of being connected. The e-mail makes the interactivity between the interveners larger and solid as it creates a beneficiai environment to the tutor's system.
This tool is a safe resource to the communication between everybody and the present support from the teacher. The quizzes allow to find out the kind of relationship between the students and the virtual environment and to know likes and preferences, related to the practice (proposed activities). Motivate to learning is not always simple, even if it is more attractive and appealing in a virtual world, known by the pleasure that offers and by the ludic character it gives.
To benefit the success of this activity, it is resort to multiple motivational methods already firmed as ARCS Model, Wlodkowski's Time Continuum Model of Motivation, Moshinskie's Model, and the Social Cognitive Learning Theory, that take place in the Constructivism and in the Cooperative Learning. However, from some cases, it is checked that more of the strategies protagonized by these theories and models target the most resistants to any kind of motivation. This is the starting point of this study.
After over passed, the objective is to keep the motivation from everybody during the study. In the public, inclusive, official teaching system, everybody have the same importance and likewise the same opportunities of knowledge-building. It is the school's function to give them, through an as much diverse as possible fan. In the foreign languages case, the specified skills-acquisition is made with the proper objective of build a "learn to learn" ability, on possible only with experimentation as «everything I hear, I forgot; everything I see, I remember; everything I do, I understand» (Confucius).
KEYWORDS: Motivation, Learning, E-Learning, Virtual environment.