Rethinking Learner Support: The challenge of collaborative online learning
Rethinking Learner Support: The challenge of collaborative online learning
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重新思考学习者支持：协作在线学习的挑战
DOI：
10.1080/02680510220146887a
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
M. Thorpe
中科院分区：
文献类型：
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作者：
M. Thorpe
作为远程教学课程设计的一个组成部分，使用计算机介导的通信（CMC）提出了有趣的挑战，我们对课程设计和学习者支持的思考。这两个系统通常被概念化为远程教育中两个互补但不同的系统，其特点是不同的实践往往由不同的工作人员群体进行。CMC被设计为课程的一个组成部分，协作学习是评估和学习的必要条件，这种分离被打破。在线活动的设计是学习者支持和课程内容的组成部分，因此为开放式和远程学习提供了新的可能性。如果学习小组本身是学习和个人发展的一个资源，那么也可以将课程和方案面向当地团队和社区。在线导师发挥着关键作用，需要发展“对话技术”和活动设计方面的专业知识，作为其促进者角色的一部分。
The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role.