Computer-mediated communication in adult education

Denning, Kate; Davis, Mike

doi:10.1007/978-0-387-35499-6_9

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Table I: Distinguishing Between Basic Assumption and Work Gr1

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2002

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“…Our use of the word 'scaffolding' is firmly based on the work of Vygotsky and we did not mean to imply merely the restricted use of students building on one another's comments. Indeed, this relates to our thinking about the role of the online tutor that we have explored elsewhere (see for example Denning and Davis, 2000).…”

Section: Table I: Distinguishing Between Basic Assumption and Work Grmentioning

confidence: 99%

Time to experiment: a response

Davis¹,

Denning²

2002

Research in Learning Technology

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Section: Table I: Distinguishing Between Basic Assumption and Work Grmentioning

confidence: 99%

Time to experiment: a response

Davis¹,

Denning²

2002

Research in Learning Technology

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“…Indeed, this relates to our thinking about the role of the online tutor that we have explored elsewhere (see for example Denning and Davis, 2000).…”

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confidence: 99%

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Davis¹,

Denning

2002

ALT-J

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It is with some pleasure that we were given the opportunity to offer this paper for commentary and we are grateful for the efforts made by readers to help us to refine our thinking. Given the constraints of space, we will respond to the main comments in turn. We plan to submit a more considered and elegant paper to a future edition when we have worked more on our model.As we are aware, the use of learning technologies is untheoretical, although informed by a number of theories from a variety of disciplines. Part of our thinking was based on a desire to integrate some of these and work towards explanations for what we had seen going on in the courses that we were involved in teaching. That this is recognized in the commentary is much appreciated.Our failure to describe action science in more detail was a product of pressure on space. Briefly, action science, was developed as 'the science of interpersonal action' and is 'centrally concerned with the practice of intervention' (Argyris, Putnam and Smith, 1986: 35) into frequently mismatched espoused theories and theories in use. The development of skill in action science relates to capacity for reflective action; not only reflection on action but also reflection on reflection in action. This is achieved by making theories of action explicit through the presentation and interrogation of case studies.The absence of examples from the data was the product of limitations on space. Other papers we have written for conferences make more explicit the relationship between our thinking and the data (see for example Davis and Denning, 2000).

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Computer-mediated communication in adult education

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