A Dialogic Approach to Online Facilitation

Autor/in	Swann, Jennie
Titel	A Dialogic Approach to Online Facilitation
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 1, S.50-62 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Research Projects; Faculty Development; Interpersonal Communication; Models; Teacher Role; Learning Theories; Intervention; Discourse Analysis; Community; Inquiry; Communication Strategies; Graduate Students; Adult Education; Foreign Countries; Student Attitudes; College Instruction; Teaching Methods; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Computer Mediated Communication; Discussion Groups; Internet; Distance Education; Online Courses; Web Based Instruction; Virtual Classrooms; Asynchronous Communication; Teacher Attitudes; College Faculty; New Zealand + Suchen Sie Ihr Suchwort? Forschungsvorhaben; Interpersonale Kommunikation; Analogiemodell; Lehrerrolle; Learning theory; Lerntheorie; Diskursanalyse; Kommunikationsstrategie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Schülerverhalten; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Web Based Training; Lehrerverhalten; Fakultät; Neuseeland
Abstract	Social construction of understanding has long been a significant underlying principle of learning and teaching, and while there are many models for the design of online activities to promote this, there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university tutor seeking to encourage social construction of understanding through online dialogue, and proposes an alternative which extends the principles of community of inquiry theory. It unpacks conceptions of community and dialogue in the context of learning and teaching and describes a research project whose purpose is to develop and iteratively test a professional development intervention, which will help university tutors to facilitate a dialogic approach to learning online. (Contains 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10