Conversation Theory

2008 ◽  
pp. 107-123 ◽  
Author(s):  
Kit Hang Leung
Keyword(s):  
Online Education ◽  
Continuous Process ◽  
Central Feature ◽  
Construction Of Knowledge ◽  
Action Researcher ◽  
Learning Conversations ◽  
Conversation Theory ◽  
Constructing Knowledge ◽  
Theoretical Considerations ◽  
Principal Task

This chapter focuses on the design of conversations in online education. The central feature, conversation design, is presented as a continuous process that takes place not only during the preparatory phases but also during the emerging conversation, which is best understood as dialogue. We see dialogue as a useful way of understanding the principal task of the online tutor; the facilitation of the construction of knowledge by the learner within a framework of significant interaction. Furthermore, the developmental nature of this process requires a process in which the tutor, instead of implementing a series of actions designed previously, must adopt a role similar to that of the action researcher, continually observing, reflecting and adapting the process. The chapter proposes a range of theoretical considerations and practical techniques for structuring and facilitating these online learning dialogues. The aim is to offer theoretical and methodological approaches to the design of learning conversations (dialogue) as a mode of learning and constructing knowledge.

Online Tutoring as Conversation Design

2008 ◽  
pp. 124-143 ◽  
Author(s):  
Guadalupe de la Cruz Mendoza ◽  
Nick Kearney
Keyword(s):  
Online Education ◽  
Continuous Process ◽  
Central Feature ◽  
Construction Of Knowledge ◽  
Online Tutoring ◽  
Action Researcher ◽  
Learning Conversations ◽  
Constructing Knowledge ◽  
Theoretical Considerations ◽  
Principal Task

This chapter focuses on the design of conversations in online education. The central feature, conversation design, is presented as a continuous process that takes place not only during the preparatory phases but also during the emerging conversation, which is best understood as dialogue. We see dialogue as a useful way of understanding the principal task of the online tutor; the facilitation of the construction of knowledge by the learner within a framework of significant interaction. Furthermore, the developmental nature of this process requires a process in which the tutor, instead of implementing a series of actions designed previously, must adopt a role similar to that of the action researcher, continually observing, reflecting and adapting the process. The chapter proposes a range of theoretical considerations and practical techniques for structuring and facilitating these online learning dialogues. The aim is to offer theoretical and methodological approaches to the design of learning conversations (dialogue) as a mode of learning and constructing knowledge.

Coming to Know

2019 ◽  
Vol 32 (2) ◽  
pp. 95-99
Author(s):  
Sandra Schmidt Bunkers
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Learning Experiences ◽  
Learning Model ◽  
Teaching Learning ◽  
Conversation Theory ◽  
Constructing Knowledge ◽  
Coming To Know ◽  
Improvisation Pedagogy

The author in this article explores the humanbecoming paradigm postulate of illimitability as unbounded coming to know. Patterns of constructing knowledge, conversation theory, improvisation pedagogy, children’s literature, the humanbecoming teaching-learning model, and personal teaching-learning experiences of the author are presented to expand awareness of the unbounded knowing of illimitability.

scholarly journals Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

2020 ◽  
Vol 44 (1) ◽  
pp. 161-194 ◽  
Author(s):  
Judith L. Green ◽  
W. Douglas Baker ◽  
Monaliza Maximo Chian ◽  
Carmen Vanderhoof ◽  
LeeAnna Hooper ◽  
...  
Keyword(s):  
Case Studies ◽  
Creative Processes ◽  
Construction Of Knowledge ◽  
Cultural Perspectives ◽  
Common Task ◽  
Analytic Review ◽  
Multiple Cycles ◽  
Theoretical Considerations ◽  
Logic Of Inquiry

This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

Online Learning

2018 ◽  
pp. 83-98
Author(s):  
Barbara K. Searight ◽  
Timothy Spannaus
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Learning Experience ◽  
Common Knowledge ◽  
Social Process ◽  
Construction Of Knowledge ◽  
Successful Group ◽  
E Learning ◽  
Group Construction ◽  
Collaborative Efforts

The purpose of this chapter is to provide an integrative essay of collaborative learning variables that enhance as well as detract from an e-learning and information technology (IT)-mediated environment. It is common knowledge that a group is only as strong as the individuals who make up the group. Yet in online education there is the assumption that individuals have the skills they need to work within the group successfully. Although there are multiple opportunities for individuals to learn how to interact in a one-on-one setting, there is little formal training on how to work within a group. How to identify, address, and accommodate cultural differences, motivation levels, conflict resolution, expectations, critical thinking, self-organization, and group construction of knowledge are some of the areas that are not typically addressed formally in an academic setting. Successful group projects require that everyone be skilled in these and additional areas to have the potential for an equal and meaningful learning experience as a member of the group. Learning online is a social process involving collaborative efforts which can be mediated by the applications being used.

scholarly journals WILL E-LEARNING HAVE A NEGATIVE INFLUENCE ON UNIVERSITY DROPOUT IN ROMANIA?

2021 ◽  
Vol 17 (1) ◽  
pp. 339-344
Author(s):  
Eugen LUNGU
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Theoretical Perspective ◽  
Negative Influence ◽  
Higher Education Systems ◽  
Theoretical Approaches ◽  
The World ◽  
E Learning ◽  
University Dropout ◽  
Theoretical Considerations

University dropout provides nowadays a very broad theoretical perspective on the understanding of this concept in various higher education systems worldwide. This diversity of theoretical approaches, given the lack of a generally accepted formula for determining university dropout, renders this phenomenon increasingly studied today in the context in which the vast majority of the countries of the world are seeking solutions to reduce it. In this study, we shall discuss a number of theoretical considerations concerning the phenomenon of university dropout and from this perspective we shall try to articulate a viewpoint on the possible effects of online education on this phenomenon in Romania.

The Human Centrality of Conversational Learning

2008 ◽  
pp. 49-58 ◽  
Author(s):  
Gary McIntyre Boyd
Keyword(s):  
World Wide ◽  
Learning Support ◽  
Human Being ◽  
Main Thrust ◽  
Novel Approach ◽  
Conversational Learning ◽  
Multi Level ◽  
Learning Conversations ◽  
Conversation Theory

More responsible and potent World-wide distributed cybersystemic education is now essential for the survival of eudamonic human being. The main thrust of this chapter is that multi-level multi-perspectival learning conversations supported by manipulatable realia workspaces are essential for potent and responsible education. Three types of conversation: 1) about why we are learning this, 2) about what this amounts to, and 3) about how to better learn, are (after Harri-Augstein & Thomas, 1991) taken as primary. And employed to construct the argument for using and improving versions of learning support ventures based on Gordon Pask’s Conversation Theory. Roy Bhaskar’s Meta-Reality Philosophy provides an appealing novel approach toward legitimating our whole collective undertaking.

scholarly journals There are no provinces in the Internet

2020 ◽  
pp. 144-147
Author(s):  
Elena Bulgakova
Keyword(s):  
Online Education ◽  
Architectural Design ◽  
Continuous Process ◽  
Architectural Education ◽  
The Internet ◽  
Creative Development ◽  
Original Idea ◽  
Finite Set ◽  
Online Forms

The article is devoted to the problem of the development of online forms of architectural education. The processes of the development of architectural education from Vitruvius to the present day are examined. Two different paradigms of such learning are highlighted. The combinatorial paradigm is based on a finite set of standard elements and considers design as a combination of these elements according to predetermined rules. The second paradigm (metamorphic) interprets architectural design as a continuous process of creative development of the original idea. Education in this case is based on the constant interaction of the teacher and student and their joint creative search. It is concluded that it is necessary to synthesize two paradigms in order to create a complete online education in the architectural field.

scholarly journals eQETIC: a Maturity Model for Online Education

10.28945/2287 ◽  
2015 ◽  
Vol 11 ◽  
pp. 011-023 ◽  
Author(s):  
Rogério Rossi ◽  
Pollyana Notargiacomo Mustaro
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Process Improvement ◽  
Continuous Process ◽  
Digital Technologies ◽  
Quality Standards ◽  
Maturity Model ◽  
Continuous Process Improvement ◽  
Satisfactory Quality

Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology, computing, and digital technologies associated with education that allow the correct development and application of these solutions. To support the evolution of such solutions with satisfactory quality indicators, this research presents a model focused on quality of online educational solutions grounded in an approach aimed to continuous process improvement. The model considers of three maturity levels and six common entities that address the specific practices for planning and developing digital educational solutions, targeting quality standards that satisfy their users, such as students, teachers, tutors, and other people involved in development and use of these kinds of educational solutions.

Conversational Pragmatics and Learning in Virtual Organizations

2011 ◽  
pp. 337-345 ◽  
Author(s):  
Rocci Luppicini
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Virtual Organizations ◽  
Prior Work ◽  
Online Learning Communities ◽  
Practical Guidelines ◽  
E Learning ◽  
Learning Conversations ◽  
Conversation Theory

There is growing recognition of the important role conversational quality has in online learning, particularly within virtual organizations. Discerning the quality of online conversations poses a serious challenge for online designers and researchers. The purpose of this article is threefold, namely to: (1) provide an overview of conversation theory and conversational pragmatics, (2) identify a taxonomy of conversations and key conversational competencies for online learning conversations within virtual organizations, and (3) offer practical guidelines for evaluating online learning conversations within virtual organizations using conversational pragmatics. This article is based on prior work supporting that a disciplined approach to conversation can offer virtual organizations a tool for gauging online learning communities. It should be useful to those who study, develop, evaluate and moderate online communities for e-learning, e-business, e-government and other related domains.

scholarly journals EPISTEMOLOGI BAYANI, IRFANI DAN, BURHANI MUHAMMAD ABED AL-JABIRI DAN IMPLEMENTASINYA DALAM MEREKONSTRUKSI KURIKULUM PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 2 (2) ◽  
pp. 191-211
Author(s):  
Bagus - Mustakim
Keyword(s):  
Religious Education ◽  
Theoretical Framework ◽  
Learning Approach ◽  
Literature Study ◽  
Religious Perspective ◽  
Construction Of Knowledge ◽  
Islamic Thought ◽  
Constructing Knowledge ◽  
Thematic Learning

In recent times, the learning of Islamic Religious Education (PAI) has been perceived to be closer to a radical religious perspective and intolerant behavior. This perspective is very likely to develop because PAI is indeed constructed ideologically. This ideological style is because the PAI curriculum comes from products of Islamic thought in the dogmatic era of codification. PAI dogmatism is caused by the partiality of epistemology in the construction of the PAI curriculum. In order to be able to get out of the ideological-dogmatic style, this partiality must be stopped. PAI can utilize the epistemological division carried out by Muhammad Abed Al-Jabiri. Al-Jabiri developed three epistemologies in comprehensive Arabic reasoning. The epistemology consists of bayani, irfani, and burhani reasoning. These three epistemologies can break the epistemological partiality of PAI and replace it to become more comprehensive and integrative. This article aims to find the formula for the three epistemological relations of al-Jabiri in order to reconstruct the PAI curriculum. The author uses a literature study of the work of Muhammad Abed Al-Jabiri to find a theoretical framework for the epistemology of bayani, irfani, and burhani. This framework was then formulated in the PAI curriculum and looked for the form of relations between the three epistemologies. The author developed an integrative circular relationship pattern using a thematic learning approach on PAI. Through thematic learning, the construction of knowledge built into PAI learning is the result of the integration of three epistemologies that are circularly interconnected. Through this approach also, students will be accustomed to constructing knowledge using three epistemologies in an integrative and circular manner.

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