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This essay explores the benefits of augmenting college‐level courses with computer‐mediated communication (CMC). It discusses how CMC can be used to enhance communication among teachers and students from the perspective of a pedagogy that seeks to increase student responsibility and autonomy. In the first part of the article I outline the philosophy that directed my choice of pedagogical methods; then I describe how CMC worked in three courses and what interactions occurred as a result; and finally I present reasons for using CMC in future course offerings.
Mary McComb (Fri,) studied this question.
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