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Impacts of directed tutorial activities in computer conferencing: a case study

Painter, Clare; Coffin, Caroline and Hewings, Ann (2003). Impacts of directed tutorial activities in computer conferencing: a case study. Distance Education, 24(2) pp. 159–173.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/0158791032000127455
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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: 28 Nov 2013 23:01
URI: http://oro.open.ac.uk/id/eprint/380
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