Supporting Student Discussions: It Isn't Just Talk
International Federation for Information Processing, Research on Education Applications of Information Technologies (IFIP WG 3.3) International Working Conference,
The "Vicarious Learner" project at Glasgow Caledonian University and the University of Edinburgh is looking broadly at issues concerning the role of dialogue in learning. This paper looks at the more general question of how the value of dialogue in learning depends on the structure of the environment in which it takes place. In particular, it considers dialogue which takes place in a computer-mediated communication (CMC) environment, an approach which is being adopted in many courses from primary schools through postsecondary university courses and continuing education, often uncritically and without fully understanding all the issues which arise from these methods. As part of this project, courses are taught which require students to discuss topics using an Internet forum. The Computers in Teaching and Learning (CTL) course has been taught twice using this discussion component. Examples are given in this paper of discussion organization and content in both the CTL courses. A series of Task Directed Discussion games (TDDs) are being developed which encourage students quickly to engage in meaningful discussions early in a course. (AEF)
Lee, J., Dineen, F. & McKendree, J. (1998). Supporting Student Discussions: It Isn't Just Talk. Presented at International Federation for Information Processing, Research on Education Applications of Information Technologies (IFIP WG 3.3) International Working Conference 1998.
Cited ByView References & Citations Map
Should we question them?: An investigation into the role of deep questions in Vicarious Learning Environments
Scotty Craig, University Of Memphis, United States; Barry Gholson & Jeremiah Sullins, University of Memphis, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1835–1839
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