The Self‐evident Nature of Teaching

Sotto, Éric

doi:10.1080/1355800960330308

Cited by 5 publications

(2 citation statements)

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“…Learning and tutoring, as ongoing sets of processes, happening in time and space, within an individual or a group, do not feature in detail in this general analysis. Sotto (1996) has argued this point very cogently: that good tutoring in higher education is far from self-evident, and that its connection to learning is complex, both in terms of learning outcomes at the end of an event, and learning processes occurring during that event.…”

Section: Theoretical Complexity As a Basis For Understanding Learningmentioning

confidence: 99%

Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community

Laat¹,

Lally²

2004

Advances in Research on Networked Learning

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Abstract. This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis 1 in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master's Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of participants' learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered.

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Section: Theoretical Complexity As a Basis For Understanding Learningmentioning

confidence: 99%

Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community

Laat¹,

Lally²

2004

Advances in Research on Networked Learning

View full text Add to dashboard Cite

show abstract

“…Learning and tutoring, as ongoing sets of processes, happening in time and space, within an individual or a group, do not feature in detail in this general analysis. Sotto (1996) has argued this Complexity, Theory and Praxis 12 point very cogently: that good tutoring in higher education is far from self-evident, and that its connection to learning is complex, both in terms of learning outcomes at the end of an event, and learning processes occurring during that event.…”

Section: Processesmentioning

confidence: 99%

Untitled

Laat

Lally

2003

Instructional Science

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This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis 1 in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master's Programme in E-Learning.This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of 1 Actions that result from the deliberate application of theory or are entailed by a particular theoretical structureComplexity, Theory and Praxis 3 participants' learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered

show abstract

Advances in Research on Networked Learning

2004

View full text Add to dashboard Cite

The Self‐evident Nature of Teaching

Cited by 5 publications

References 1 publication

Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community

Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community

Untitled

Advances in Research on Networked Learning

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