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Use of Instructional Dialogue by University Students in a Distance Education Chemistry Course
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, , , 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

Abstract

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.

Citation

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). Retrieved December 13, 2019 from .

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