The Degree of Directiveness in Written Advising: A Preliminary Investigation

In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches by seven LAs throughout an eight-week period and coded the disc...

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Bibliographic Details
Published inSisal journal Vol. 3; no. 1; pp. 41 - 58
Main Authors Mynard, Jo, Thornton, Katherine
Format Journal Article
LanguageEnglish
Published Kanda University of International Studies 01.03.2012
Subjects
advising
discursive devices
self-directed learning
written feedback
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Summary:In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches by seven LAs throughout an eight-week period and coded the discursive devices according to their degree of directiveness. The results of the research indicate that LAs draw on a range of discursive devices and use varying degrees of directiveness when addressing the needs and learning stage of the students. The results have implications for LA training at the authors’ institution.
ISSN:2185-3762
2185-3762
DOI:10.37237/030104