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pro vyhledávání: '"Stapleford, Katharine"'
Autor:
Stapleford, Katharine
Current research into online distance education (ODE) has established the importance of interaction to counter the potential isolation experienced by online distance learners (ODLs). Consequently, programme designers and instructors seek to maximise
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ba9f58545ea0c08eb6ecbb7e28d02156
https://doi.org/10.17635/lancaster/thesis/1322
https://doi.org/10.17635/lancaster/thesis/1322
Akademický článek
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Autor:
Stapleford, Katharine, Kyungmee Lee
Publikováno v:
Proceedings of the European Conference on e-Learning (ECEL); 2020, p579-586, 8p
Publikováno v:
ALDinHE The Learning Development Conference
ALDinHE 2017: The Learning Development Conference
ALDinHE 2017: The Learning Development Conference
Tutor: So, essay writing… Student: Yeah. How do you do that? This workshop sheds light on what happens behind the closed door of the academic skills tutorial. Using Conversation Analysis (see Drew and Heritage, 1992), we identify defining character
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::43fe867b33c619ba14ef7ce6ad25cd62
https://eprints.leedsbeckett.ac.uk/id/eprint/4117/1/AnalysingTheOnetoOneTutorialAM_STAPLEFORD.pdf
https://eprints.leedsbeckett.ac.uk/id/eprint/4117/1/AnalysingTheOnetoOneTutorialAM_STAPLEFORD.pdf
Publikováno v:
Journal of Academic Writing; Winter2018, Vol. 8 Issue 2, p124-136, 13p
Publikováno v:
9th Conference of the European Association of Teaching Academic Writing (EATAW)
Tutor: So, essay writing...\ud Student: Yeah, how do you do that?\ud \ud This paper sheds light on what happens behind the closed door of the academic writing tutorial.\ud Whilst there has been some empirical research on classroom interaction and dya
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=core_ac_uk__::cfbb3459e3d2c5535ae4720582160248
https://eprints.hud.ac.uk/id/eprint/32380/1/EATAW2017-FINAL.pdf
https://eprints.hud.ac.uk/id/eprint/32380/1/EATAW2017-FINAL.pdf