Potencialidades educativas de la comunicación telemática en un sistema de teleformación

Abstract

We studied and documented class participation in an asynchronous system of distance education during a period of 16 months. In order to replicate the classroom environment, we gave both students and teachers complete access to all classroom correspondence. This method enabled us to record different communication patterns between teachers and students - six people with motor skills difficulties. Our longitudinal study identifies different linguistic and communicative characteristics of email and other types of academic discourse that emerged. The study also revealed certain patterns that overlap with on site classroom pedagogy - semiotic mechanisms of educational influence, triadic dialogue, etc. Our research confirms how an asynchronous system of distance learning like the one we studied encourages authentic classroom participation, and describes successful online teacher initiatives that support student activity while creating a real social presence.