UNSPECIFIED. (1991) CLASSES OF DIALOG THEORY FOR THE LEARNING-PROCESS - A COMMENTARY. COMPUTERS & EDUCATION, 17 (1). pp. 25-27. ISSN 0360-1315

Abstract

This paper argues that evaluation should involve an examination of learning processes as well as outcomes, and examines the potential utility of dialogue in gaining insights into the learning process. It is argued that there is a good deal to be learned about the processes of learning using computers from the study of dialogue, but that such study has to be grounded in a theoretical perspective on the relationship between dialogue and knowledge change/acquisition. The possible relationships between dialogue and learning are explored, raising a number of important issues, such as the importance of meta-representational structures.

Data sourced from Thomson Reuters' Web of Knowledge

Request changes to a record

Actions (login required)

View Item