Abstract
This chapter will focus on the use of CMC systems to support electronic seminar (e-seminar)discussionsconducted asynchronously. Although synchronous e-seminars offer the opportunity to teach and learn at a distance, asynchronous e-seminars are not constrained by time and therefore a number of further benefits can be realized. The reported benefits arising from the use of asynchronous e-seminars will be discussed. These include:(i) enhanced student interaction fortraditional learners andimproved communication supportfor remote learners; (ii) critical reflection — leading to more informed contributions from students; (iii) enhanced team and communication skills, and (iv) access to new ideas, perspectives and cultures. A review of theliterature has identifieda number of issues which require further research. These include: (i) academic assessment of e-seminar discussions; (ii) student motivation, and (iii) the role of individual differences regarding student attitudes and use of e-seminars. These issues will be discussed and illustrated with reference to a number of e-seminar evaluations conducted by the author who has been using e-seminars withinundergraduate programmes for seven years. The chapter will conclude with a list of best practice guidelines to assist educators in the design and implementation of e-seminars.
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Taylor, J. (2002). A Review of the Use of Asynchronous E-Seminars in Undergraduate Education. In: Hazemi, R., Hailes, S. (eds) The Digital University — Building a Learning Community. Computer Supported Cooperative Work. Springer, London. https://doi.org/10.1007/978-1-4471-0167-3_9
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DOI: https://doi.org/10.1007/978-1-4471-0167-3_9
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