Use of Instructional Dialogue by University Students in a Distance Education Chemistry Course
Paul Gorsky, Avner Caspi, Inbal Tuvi-Arad, Open University of Israel, Israel
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Distance education systems may analyzed in terms of instructional dialogues that mediate learning and instructional resources that enable dialogues. This study investigated the dialogues engaged in by Open University students and the resources they utilized while studying an intermediate level chemistry course. Objectives were to document (1) what study strategies, involving which resources and dialogues, were utilized by students, (2) what dialogue types, enabled through which resources, were utilized by students to overcome conceptual difficulties and (3) how the utilization of resources and dialogues in the chemistry course compared to students' experiences in other science courses. It was found that all students initially chose individual study. Only when individual study failed did students opt for interpersonal dialogue. This finding conflicts with the assumed importance often ascribed to interpersonal dialogue by distance education theorists.
Gorsky, P., Caspi, A. & Tuvi-Arad, I. (2004). Use of Instructional Dialogue by University Students in a Distance Education Chemistry Course. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3568-3574). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)