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Roles for trainers and trainees in computer-mediated courses

By Hilary Nesi


These days many people subscribe to the view that the teacher or teacher-trainer’s\ud role should principally be that of facilitator, rather than “fountainhead of knowledge”\ud Greater equality between trainers and trainees is regarded as beneficial to the learning\ud process; it empowers trainees to select their own learning styles and question received\ud wisdom, whilst it also permits trainers to step back from centre stage to a position\ud where they can observe the learning process.\ud Computer-mediated conferencing (cmc), apart from its value as a means of distance\ud learning, offers opportunities for trainer-trainee equality that are unimaginable in the\ud face-to-face classroom. Participants need not, and often, because of relative\ud anonymity cannot, defer to those belonging to a more dominant age group, gender or\ud race. Thus ideas and issues that might not be voiced in a conventional learning\ud situation can find a forum.\ud This article identifies and discusses the relevant design features of computer-mediated\ud courses for pre-service and in-service teacher training, and discusses some of the\ud strengths and weaknesses of a medium that offers participants a more equal voice

Topics: LB
Publisher: University of warwick
Year: 1996
OAI identifier: oai:wrap.warwick.ac.uk:3268

Suggested articles



  1. (1992). A.(ed) Collaborative learning through computer conferencing. doi
  2. (1992). Computer conferencing and content analysis. in : Kaye, A.(ed) Collaborative learning through computer conferencing. doi
  3. (1994). ESP and distance learning. doi
  4. (1992). Evaluation methodologies for computer conferencing applications. doi
  5. (1989). Facilitation techniques for the online tutor. in :
  6. (1989). Mindweave: communication, computers and distance education. doi
  7. (1992). Telematic Support for in-service teacher training. in : Kaye, A.(ed) Collaborative learning through computer conferencing. doi

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