du.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Discourse strategies and power roles in student-led distance learning
Högskolan Dalarna, Akademin Språk och medier, Engelska.
2008 (engelsk)Inngår i: Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 15, nr 2, s. 11-21Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

sted, utgiver, år, opplag, sider
Umeå: Faculty Board for Teacher Education , 2008. Vol. 15, nr 2, s. 11-21
Identifikatorer
URN: urn:nbn:se:du-3317OAI: oai:dalea.du.se:3317DiVA, id: diva2:519943
Tilgjengelig fra: 2008-06-24 Laget: 2008-06-24 Sist oppdatert: 2012-04-24bibliografisk kontrollert

Open Access i DiVA

fulltekst(512 kB)429 nedlastinger
Filinformasjon
Fil FULLTEXT01.pdfFilstørrelse 512 kBChecksum SHA-512
dbb6266d43c1848fe4cb7155a90b9df4c45a3011246cfa7b58ecf56ee17542504999be4b053505c6c77c35e474df3d2d17e58e3636ee353f215abcb8d1004668
Type fulltextMimetype application/pdf

Søk i DiVA

Av forfatter/redaktør
Beers Fägersten, Kristy
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar
Totalt: 429 nedlastinger
Antall nedlastinger er summen av alle nedlastinger av alle fulltekster. Det kan for eksempel være tidligere versjoner som er ikke lenger tilgjengelige

urn-nbn

Altmetric

urn-nbn
Totalt: 1117 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf