ascilite 2006 conference podcasts

How effective is asynchronous conferencing in enabling students to reflect on, elaborate and challenge ideas? Caroline Coffin from the Centre for Language and Communications at the Open University UK, reports on the studies conducted by herself and her colleagues which investigated CMC’s use as a medium for developing students’ argumentation skills. This framework allows researchers to systematically examine such claims and to gain insight into individual and collective processes of argumentation and learning.
What are the indicators of quality learning in student CMC contributions? Are they easily discernable? Can this framework be developed to help with the difficulty of assessing and determining quality student CMC contributions? Caroline answers these and other questions here…

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