Heinze, A, Procter, CT and Scott, B 2007, 'Use of conversation theory to underpin blended learning' , International Journal of Teaching and Case Studies, 1 (1/2) , pp. 108-120.

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Abstract

Our work is concerned with the search for a viable pedagogical theory for a part time information technology course facilitated in blended learning. It was initially thought that the Conversational Framework (Laurillard, 1993) would provide this, and could be examined utilising action research. We examine the Conversation Theory related literature (Scott, 2001;Harri-Augstein and Thomas, 1991) and our action research data, including staff and student interviews and focus groups. The findings suggest that despite some theoretical alignment with Blended Learning, there is a need to amend and enrich the Conversational Framework in order to make it more applicable.

Item Type:	Article
Themes:	Subjects / Themes > Q Science > QA Mathematics > QA075 Electronic computers. Computer science Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education Subjects outside of the University Themes
Schools:	Colleges and Schools > College of Business & Law > Salford Business School > Centre for Digital Business
Journal or Publication Title:	International Journal of Teaching and Case Studies
Publisher:	Inderscience
Refereed:	Yes
ISSN:	17499151
Related URLs:	Publisher
Depositing User:	Dr Aleksej Heinze
Date Deposited:	06 Feb 2009 11:37
Last Modified:	17 Dec 2012 13:29
URI:	http://usir.salford.ac.uk/id/eprint/1660

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