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The Learning Potential of a Web-Mediated Discussion in a University Course
ARTICLE

Studies in Higher Education Volume 27, Number 3, ISSN 0307-5079

Abstract

Using dialogue theory based on Bakhtin, Rommetveit, and Lotman, analyzed an asynchronous Web-mediated discussion in a philosophy class. Found that the high degree of interactivity and dialogicality resulted from the quality of the assignment, the role of the teacher, and the symmetry of the participants. Discussion entries combined dialogic and univocal functions, offering a high learning potential. (EV)

Citation

Dysthe, O. (2002). The Learning Potential of a Web-Mediated Discussion in a University Course. Studies in Higher Education, 27(3), 339. Retrieved October 17, 2021 from .

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