Although I know of nothing that directly talks about classroom versus
on-line teaching, here are three references to studies that might give more
authority to Victoria's stance:
Prior, P. (July 1991). Contextualizing writing and response in a graduate
seminar. "Written Communication 8(3). 267-305.
Shi, L. (1998). Effects of prewriting discussions on adult ESL students'
compositions. "Journal of Second Language Writing" 7(3), 319-345.
Van Lier, L. (1996). Chapter 5; Motivation, autonomy and achievement.
"Interaction in the Langauge Classroom. (pp. 98-122). New York: Longman.
Hope this is useful, Theresa.
At 12:02 PM 5/18/01 AST4ADT, you wrote:
>I don't have any to hand, but I bet references to published studies
>substantiating some of the things we all know are true about
>remediation, on-line courses, etc., would be more help to Victoria
>than a chorus of vociferous "no"s from a clearly unauthoritative (in
>the eyes of an administrator) group like Inkshedders. Anybody know
>any offhand, or know how to find them quickly?
> -- Russ
>Russell A. Hunt __|~_)_ __)_|~_ Professor of English
>St. Thomas University )_ __)_|_)__ __) PHONE: (506) 452-0424
>Fredericton, New Brunswick | )____) | FAX: (506) 450-9615
>E3B 5G3 CANADA ___|____|____|____/ [log in to unmask]
> \ /
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> For the list archives and information about the organization,
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To leave the list, send a SIGNOFF CASLL command to
[log in to unmask] or, if you experience difficulties,
write to Russ Hunt at [log in to unmask]
For the list archives and information about the organization,
the annual conference, and publications, go to the Inkshed Web site at