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Roles for trainers and trainees in computer-mediated courses

By Hilary Nesi

Abstract

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

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Citations

  1. (1992). A.(ed) Collaborative learning through computer conferencing. doi
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