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Roles for trainers and trainees in computer-mediated courses
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Nesi, Hilary (1996) Roles for trainers and trainees in computer-mediated courses. English Language Teacher Education and Development, Vol.2 (No.1). pp. 1-15. ISSN 1365-3741.
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Official URL: http://www.elted.net/issues/volume-2/index.html
Abstract
These days many people subscribe to the view that the teacher or teacher-trainer’s
role should principally be that of facilitator, rather than “fountainhead of knowledge”
Greater equality between trainers and trainees is regarded as beneficial to the learning
process; it empowers trainees to select their own learning styles and question received
wisdom, whilst it also permits trainers to step back from centre stage to a position
where they can observe the learning process.
Computer-mediated conferencing (cmc), apart from its value as a means of distance
learning, offers opportunities for trainer-trainee equality that are unimaginable in the
face-to-face classroom. Participants need not, and often, because of relative
anonymity cannot, defer to those belonging to a more dominant age group, gender or
race. Thus ideas and issues that might not be voiced in a conventional learning
situation can find a forum.
This article identifies and discusses the relevant design features of computer-mediated
courses for pre-service and in-service teacher training, and discusses some of the
strengths and weaknesses of a medium that offers participants a more equal voice.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education | ||||
| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||
| Library of Congress Subject Headings (LCSH): | Teaching -- Computer-assisted instruction, Teachers -- Training of, Teleconferencing in education, Telematics | ||||
| Journal or Publication Title: | English Language Teacher Education and Development | ||||
| Publisher: | University of warwick | ||||
| ISSN: | 1365-3741 | ||||
| Official Date: | 1996 | ||||
| Dates: |
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| Volume: | Vol.2 | ||||
| Number: | No.1 | ||||
| Page Range: | pp. 1-15 | ||||
| Status: | Peer Reviewed | ||||
| Access rights to Published version: | Open Access (Creative Commons) |
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