Abstract
In this paper we consider one asynchronous computer conference and begin to define, within this context, some of the issues which set the virtual classroom apart from the traditional classroom. The repercussions of using a text-based medium are profound. We have focused on the ways that silence is experienced; the equality which occurs when all participants are dependent on the written word; and the added importance attributed to tutor comments as a result of being written. We have also considered a broader definition of the role of the conference moderator after Berge (1995) in order to continue the process of enquiry into the possibilities of the role.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35499-6_29
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© 2000 IFIP International Federation for Information Processing
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Denning, K., Davis, M. (2000). Computer-mediated communication in adult education. In: Watson, D.M., Downes, T. (eds) Communications and Networking in Education. IFIP — The International Federation for Information Processing, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35499-6_9
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DOI: https://doi.org/10.1007/978-0-387-35499-6_9
Publisher Name: Springer, Boston, MA
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