The teaching theory perspective. The way teachers conduct their teaching functions are influenced by their philosophical orientation and their theories toward education. Discussing adult education philosophies, Zinn (1991) argued that a teacher's philosophy of education may be unrecognized, inconsistent, and just partially formulated, but that it still provides a basis for the teacher's facilitation of learning. She further distinguished among liberal, behaviorist, progressive, humanistic, and radical philosophies. These and other philosophies in adult education are presented in selected writings edited by Merriam (1984) and Jarvis (1987). With regard to distance education, Keegan (1988) identified three theoretical positions; theories of autonomy and independence, theories of industrialization, and theories of interaction and communication. Discussing these theoretical positions, Paulsen (1992, available at http://www.nki.no/ekko/for_alle/fagartikler/hexagon.html) presented "the Theory on Cooperative Freedom" which is a first attempt to establish a distance education theory attuned to CMC. So, summing up, teachers will perceive their function in educational CMC in the light of their basic theories and philosophies toward education.
The teaching activity perspective. Mason's (1991) article "Moderating Educational Computer Conferencing" identified three role functions that computer conferencing moderators must possess. Based on a literature review, Mason (1991) stated that: "The advice on tutoring skills for educational computer conferencing falls generally into three categories: organisational, social, and intellectual." As examples of these three categories of teacher functions, she respectively mentioned: to set the agenda for the conference, to create a friendly environment for learning, and to focus discussion on crucial points. In this research, assessment is regarded as such an important teaching function that it is viewed as an additional fourth category.
Table 2. Categories of teaching functions
| E.g. To set the agenda for the conference | E.g. To create a friendly environment for learning | E.g. To focus discussion on crucial points | E.g. To assess multiple choice assignments |
Paulsen (1995a, available at http://www.nki.no/ekko/for_alle/fagartikler/moderating.html) discussed teaching functions in more details and presented some recommended facilitation techniques as presented in table 3.
Table 3. Some recommended facilitation techniques
| Facilitation techniques for organizational functions
Spur participation when lagging Require regular participation Use response activities Move misplaced content Handle tangents appropriately Vary participation Let students conduct the discussion Give a decisive end to discussion Invite visiting experts Don't overload Read the status report daily Don't lecture Prompt frequently Use simple assignments Be clear Set up student interaction Synchronize and resynchronize Take procedural initiatives Remember the law of propornality Be patient | Facilitation techniques for social functions
Reinforce good discussant behaviors Discourage poor discussant behaviors Hang loose Be responsive Request meta-comments
Facilitation techniques for intellectual functions
Facilitation techniques for assessment
|