Computer-Mediated Communication: Faculty and Student Conversations during the Field Experience.

Autor/in	Dzuba, Ethelwyn June
Titel	Computer-Mediated Communication: Faculty and Student Conversations during the Field Experience.
Quelle	(1994), (143 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Computer Mediated Communication; Computer Networks; Discourse Analysis; Electronic Mail; Elementary Secondary Education; Equipment Utilization; Foreign Countries; Health Education; Higher Education; Interpersonal Communication; Physical Education Teachers; Preservice Teacher Education; Student Teacher Supervisors; Student Teachers; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Computerkonferenz; Computernetz; Computernetze; Kommunikationsnetz; Diskursanalyse; Elektronischer Briefkasten; Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This thesis describes computer-mediated communication between 15 health and physical education preservice teachers at the University of Regina (Saskatchewan, Canada) and a faculty contact person during the field experience. Discourse using an interactive computer network system called UNIBASE was analyzed to examine communication patterns on the bulletin board, in the electronic journal, and in real time conferences. Other data were gathered from a survey of the participants and interviews with three frequent users. Analysis of the data indicates that the purposes for communication were guided by the roles, needs, and goals of the individuals. The intent of most messages by the preservice teachers was to offer information. The faculty contact person offered support, information, and advice. Curriculum and planning ideas were shared between the preservice teachers and the faculty contact person. The mean score for usefulness for exchanging teaching techniques was 3.92 on a 1 to 5 scale. The electronic journal was used for reflection on teaching practice. The intellectual exchange and social support gained through dialogue was important in helping preservice teachers clarify what they believe good teaching practices should be. Appendices contain project administration materials, a summary of system usage by participant, and descriptions of codes used in discourse analysis. (Contains 40 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC