Learning to Chat: Tutor participation in synchronous online chat

Cathy Burnett

76 citations0/0 files storedTeaching in Higher Education

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Online and Blended Learning Digital Communication and Language Communication in Education and Healthcare

Abstract

Synchronous online chat has been largely ignored as a medium for productive group discussions between distance learning students and their tutors. Its distinctive features, however, do have potential advantages and may offer new learning opportunities. Given that the tutor is reduced to an onscreen presence in online chat, there is a need to create frameworks to help define effective tutor behaviour in this medium. Here, tutor moves are categorised according to function and analysed in relation to their perceived effect on students' contributions. The recognition that tutor behaviour can promote productive dialogue prompts a re-evaluation of the role of synchronous online chat in educational contexts.

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2024The use of tablet and related technologies in mathematics teaching 2014Replicating Peer‐Led Team Learning in cyberspace: Research, opportunities, and challenges 2015Using Time-Anchored Peer Comments to Enhance Social Interaction in Online Educational Videos 2005Effective Use of CMC Tools in Interactive Online Learning

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