Abstract:

As a network-based learning environment, eTwinning allows teachers and students to work in innovative, collaborative, and collaborative ways. This research aims to get opinions about the contributions of the projects made on the eTwinning platform in terms of teachers and students. The contributions of eTwinning projects are discussed in terms of communication, cooperation, dissemination, coherence with the curriculum, interdisciplinary transition, and use of web 2.0 tools. The study's sample, conducted as a case study from qualitative research methods, consists of three teachers and four students selected through criterion sampling. The data of the research were collected through semi-structured interviews. The obtained data were analyzed using the descriptive analysis method. The data were separated into codes and tabulated with their frequencies. Teachers and students who do eTwinning projects stated that these projects have positive achievements in different aspects. It has been concluded that digital development, language communication, cooperation, self-confidence, and self-expression skills have improved for students, creating significant differences in professional terms for teachers. New studies that observe eTwinning projects and convey the process step by step should be included.

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