The Eighth International Literacy & Education Research Network Conference on

SPETSES, GREECE
4-8 July 2001

Abstract

For years Continuing Teacher Education at the Faculty of Education University of Western Ontario has relied on conventional models of course delivery. More recently, instructors have begun to experiment with partial

and full distance education modes using computer-mediated instruction in various ways. One of the issues that has become apparent is that computers appear to put control in the hands of the learner when in fact the extent of

the control, can be limited by the ways in which instructors implement the technology (Edwards and Malicky, 1996).

Other research indicates that there are critical factors such as the instructors' ability to imagine students and the students' ability to adapt to the absence of an instructor that have an impact on the learning environment (Neff, 1998). The ability to adapt previously learned roles to the virtual world may indeed be a key element in the success or failure of any computer mediated environment. Gozzi and Haynes (1992) discuss the emergence of an increased ability for students and instructors to tolerate ambiguity when courses are taught at a distance. Further they note empathy at a distance when student to student communication becomes more significant than the instructor in the creation of the learning environment.

In this study we examined the dialogue in a number of full and partial distance teacher education courses taught from The University of Western Ontario. Causal observation of the dialogue revealed some intriguing patterns, which were explored more fully using thematic analysis. In essence the classroom story has been captured and is open to scrutiny in a permanent manner. In addition, interviewing students and teachers about the participation in the course has enabled us to clarify points at which the students faced the reality of the virtual world which generated its own set of norms.

Our central questions were:
1. In what ways did the instructor shape on line dialogue through the creation of different modes (Bistro for chat, questions for response, readings for discussion and so forth) 2. In what ways did students enter the conversation? To what extent does the lack of face- to-face contact facilitate or inhibit discourse?

3. In what ways does distance education (full and/partial) influence the design and flow of the learning environment, that is, what are the norms of the virtual classroom.

Edwards, J. & Malicky, G. (1996). Constructing meaning. Scarborough ON: Nelson, Canada.

Gozzi, R. Jr. & Haynes, W.L. (1992). Electronic media and electric epistemology: Empathy at a distance. Critical Studies in Mass Communication. 8 (2), 217-228.

Neff, J. M. (1998). Teacher writing and interactive active television. Research in the Teaching of English. 33 (2), 136-157

Bionote

Sharon Rich is an associate Professor at the University of Western Ontario where she teaches courses in language and literacy, narrative pedagogy and early childhood education. Her recent work in distance

education and the creation of online communities builds on and extends previous research in language and literacy and teacher support communities.

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Presentation Type
30min. Paper

Presentation Equipment and Other Requests
Data projector

Speaking Date/Time Restrictions

Country
Canada