Subject: Re: transactional distance
From: Ania Lian (ania@lingua.arts.uq.edu.au)
Date: Sun 28 Nov 1999 - 23:30:52 MET
Date: Mon, 29 Nov 1999 08:30:52 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: transactional distance
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On Fri, 26 Nov 1999, Wendy Lowe wrote:
> Your remarks on distance between teacher and student are interesting to
> me because my learning styule is somewhat similar to yours.
> I still think that instructors can provide feedback in a flexible way to
> match the different learning styles in the group, and should also be
> able to provide the freedaom for those who want it. In fact, in
> post-secondary education, I would think that the extra marks are for the
> students that want to go a bit further and want to do independent
> research.
Dear Wendy
sorry to put you on the spott this way, but on re-reading do you think
that such teaching environments which give extra marks for doing things
otherthna required, or teacher strategies which think that they reach out
to children/students in terms of the differences that learners have may
actually be more promoting inequalities rather than facilitating
conditions which aim for failitating equal access to information?
I think that every sentence in your mail calls for a closer analysis of
things like:
(a) is learning style context independent? Whether yes or no, do we as
teachers know what the relationship between teh context and teh need?
(b) what is feedback and what does it mean to provide feedback? Can we
provide feedback ever???? If so, is this something that feeds back and how
do we know it feeds in teh right direction? Whta is right?
just few thoughts
ania
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