Instructional Dialogue In Distance Language Classes
Evrim Genc Kumtepe, Anadolu University, Turkey ; Nazife Sen Ersoy, Dumlupinar University, Turkey
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of the study was to investigate interaction of distance language learners in terms of the patterns of dialogical learning process. 448 learners from a higher education institution in the Aegean Region of Turkey participated and provided with their dialogic engagement experiences throughout the courses within a survey research practice. The study is grounded on the principles of the Theory of Instructional Dialogue developed by Gorsky and Caspi (2005). They offered a theoretical model to understand learners’ dialogical activities/actions in a distance learning setting. The results revealed substantial information on learners’ characteristics, preferences and dialogical behaviors during the courses. The variables are subjected to descriptive analysis and are expected to serve to instructional design by raising awareness about interaction in distance education.
Genc Kumtepe, E. & Sen Ersoy, N. (2016). Instructional Dialogue In Distance Language Classes. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 248-253). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)