Painter, Clare; Coffin, Caroline and Hewings, Ann
(2003).
| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1080/0158791032000127455 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
This paper describes a qualitative study of asynchronous electronic conferencing by three tutorial groups on the same postgraduate course (Teaching English to Speakers of Other Languages Worldwide), forming part of an MA in Applied Linguistics (via Distance Education) at the Open University, UK. The groups varied in the degree to which the tutor participated in the discussion and in whether the tutor's input took the form of responding to student posts or the setting of tasks to scaffold the learners' development of academic skills. It is argued that the least interventionist strategy in terms of tutor response and task-setting resulted in the least productive conference discussion in terms of both communicative interaction and academic development, while a more interventionist role by the tutor depended for its success on characteristics of the tutor input and the task set.
| Item Type: | Journal Article |
|---|---|
| ISSN: | 0158-7919 |
| Academic Unit/Department: | Education and Language Studies > Centre for Language and Communication |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 380 |
| Depositing User: | Users 12 not found. |
| Date Deposited: | 17 May 2006 |
| Last Modified: | 02 Dec 2010 19:44 |
| URI: | http://oro.open.ac.uk/id/eprint/380 |
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