Integrating Online Discussion in an Australian Intensive English Language Course
2002; Wiley; Volume: 11; Issue: 3 Linguagem: Inglês
10.1002/j.1949-3533.2002.tb00094.x
ISSN1949-3533
Autores Tópico(s)EFL/ESL Teaching and Learning
ResumoTESOL JournalVolume 11, Issue 3 p. 31-35 Integrating Online Discussion in an Australian Intensive English Language Course Wendy Sutherland-Smith PhD, Wendy Sutherland-Smith PhD Monash University, in Melbourne, Australia.Search for more papers by this author Wendy Sutherland-Smith PhD, Wendy Sutherland-Smith PhD Monash University, in Melbourne, Australia.Search for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1949-3533.2002.tb00094.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Burbules, N. C., & Callister, T. A. (1996). Knowledge at the crossroads: Some alternative futures of hypertext learning environments. Educational Theory, 46(1), 23–50. 10.1111/j.1741-5446.1996.00023.x Google Scholar Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. New York: Longman. Google Scholar FirstClass (Version 6.1) [Computer software] (2000). Richmond Hill, Ontario, Canada: Centrinity. Google Scholar Flores, M. (1990). Computer conferencing: Composing a feminist community of writers. In C. Handa (Ed.), Computers and community (pp. 106–117). Portsmouth, NH: Boynton/Cook Heinemann. Google Scholar Kress, G. (1997). Visual and verbal modes of representation in electronically mediated communication: The potential of new forms of text. In I. Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 53–79). Sydney, Australia: Allen & Unwin. Google Scholar Leu, D. J. (2000). Exploring literacy on the Internet. The Reading Teacher, 53(5), 424–428. Web of Science®Google Scholar Marlowe, B. A., & Page, M. L. (1998). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press. Google Scholar Palmer, P. (1990). Good teaching: A matter of living the mystery. Change, 22, 11–16. 10.1080/00091383.1990.9937613 Google Scholar Selfe, C. L. (1990). Technology in the English classroom: Computers through the lens of feminist theory. In C. Handa (Ed.), Computers and community (pp. 118–139). Portsmouth, NH: Boynton/Cook Heinemann. Google Scholar Shea, V. (2000). The core rules of netiquette. Retrieved June 26, 2002, from http:www.albion.comnetiquettecorerules.html. Google Scholar Snyder, I. (1999). Digital literacies: Renegotiating the visual and the verbal in communication. Prospect, 14(3), 13–23. Google Scholar Sorapure, M., Inglesby, P., & Yatchisin, G. (1998). Web literacy: Challenges and opportunities for research in a new medium. Computers and Composition, 15, 409–424. 10.1016/S8755-4615(98)90009-3 Google Scholar Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. The Reading Teacher, 55(7), 2–9. Google Scholar Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 10.1525/eth.1990.18.3.02a00020 Google Scholar Citing Literature Volume11, Issue3Autumn 2002Pages 31-35 ReferencesRelatedInformation
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