And the walls came tumbling down

Steele, Lowell W.

doi:10.1016/0160-791x(96)00014-0

Cited by 18 publications

(2 citation statements)

References 4 publications

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“…Asynchronous discussion is a significant part of their experience of the online context and confirms Steele's view that a key impact of CMC is on the ability to respond over elapsed time (Steele, 1996). Other researchers have commented that teachers and students alike can be "caught off guard by the concepts of time, place and sequence" when first becoming involved in CMC.…”

Section: Learning From Reflectionsmentioning

confidence: 70%

Mirror, mirror, on my screen≡ Exploring online reflections

Salmon

2002

Brit J Educational Tech

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This paper suggests that, through the provision of opportunities for reflectionin-action at critical learning stages and with the support of a trained e-moderator, the participants in computer mediated conferencing (CMC) can be encouraged to engage in reflecting about their onscreen experiences. Such reflection aids the building of a productive online community of practice. In addition, by encouraging participants to reflect on later stages of their online training experiences, a reflection-on-action record can be built up. Participants' reflective processes can be captured through analysis of their on screen text messages and so be available for research purposes. Examples of conference text message reflections are given throughout the paper, drawn from the on screen reflections of Open University Business School (OUBS) Associate Lecturers who were working online through the medium of computer mediated conferencing for the first time. The conclusion is that reflection-on-practice in the online environment is beneficial for helping the participants to learn from online conferencing and can provide an excellent tool for qualitative research. Opportunities for reflection need to be built into the design of online conferences and facilitated by a trained e-moderator. Screen reflectionsThe word "reflection" derives from the Latin and means to bend or turn backwards. It is commonly used to mean the reflection of light against an object such as a mirror (Brown and McCartney, 1998). In human terms, this means reflecting oneself, or other people, as if viewed through a looking glass. In this paper, I show how written messages on computer screens can form new kinds of mirror images.

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Section: Learning From Reflectionsmentioning

confidence: 70%

Mirror, mirror, on my screen≡ Exploring online reflections

Salmon

2002

Brit J Educational Tech

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“…Furthermore, some students believed that never meeting with their coach face-to-face allowed for a more honest and objective relationship (Harrington 1998). Salmon (2002b) found that asynchronous discussion was a significant part of learners' experience of the online context and confirmed Steele's (1996) view that a key impact of CMC is on the ability to respond over elapsed time. A reflectionon-action record could be built up online.…”

Section: Online Communication Competence Domainmentioning

confidence: 75%

Core-competence skills in e-mentoring for medical educators: A conceptual exploration

Schichtel

2010

Medical Teacher

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Background: E-mentoring had the potential to improve medical training, patient services, could be cost-effective, and support continued professional development. Research in terms of required core-competences for its effective utilisation in medical education seemed to be inconsistent, fragmented with significant variations in methodological rigor. Aim: The primary aim was to review and synthesise existing evidence in educational science that addressed the question: ''what are the required core-competences in e-mentoring for medical educators?'' Methods: A systematic literature search covered 25 literature databases and employed 42 single search terms and concepts and their Boolean combinations. Coverage was improved by Internet searches, further focus on ''Grey literature'' and the manual searching of library journals and inspecting the bibliographies of the references obtained by these methods. Results: A total of 4344 citations from the literature search were identified. Altogether 44 items were finally selected for inclusion in the study. The extant quality of published research was generally weak. The weight of the best available evidence suggested that seven specific e-mentoring core-competence domains were seen as significant. Conclusions: E-mentoring seemed educationally effective and complemented face-to-face mentoring for continuous professional development. Research in this field needs improvement in terms of rigor and quality.

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Online Networking and Individual Development

Salmon

2002

Individual Differences and Development in Organisations

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And the walls came tumbling down

Cited by 18 publications

References 4 publications

Mirror, mirror, on my screen≡ Exploring online reflections

Mirror, mirror, on my screen≡ Exploring online reflections

Core-competence skills in e-mentoring for medical educators: A conceptual exploration

Online Networking and Individual Development

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