Chatting to Learn: The Changing Psychology and Evolving Pedagogy of Online Learning

by James M. Hudson

Table of Contents

List of Tables

List of Figures





Chapter 1. Chatrooms and Learning Behaviors

1.1. The Challenge of Online Learning

1.2. Research Questions

1.2.1. Conversational Equity: A Case Study

1.2.2. Discussion Quality: A Quasi-Experimental Study

1.3. Looking Forward

Chapter 2. Chatrooms and Small Group Learning

2.1. Chatrooms and Small Group Learning

2.2. The Uniqueness of Text-Based Chat

2.2.1. Linguistic Features of Chat Conversations

2.2.2. Behavioral Features of Chat Conversations Self-Awareness

2.3. Important Learning Behaviors

2.3.1. The Importance of Conversational Equity Social Status and Inhibition An Interesting Domain: Foreign Language Learning

2.3.2. The Importance of Perspective Taking An Interesting Domain: Professional Ethics Education

2.4. Learning with Technology

Chapter 3. Explaining Equity: A Case Study

3.1. Questioning the Causes of Behavioral Changes

3.2. Participation Patterns in Foreign Language Learning

3.2.1. Conversational Dynamics Prof. Sagnier Prof. Poulain

3.2.2. An Aside: New Social Expectations

3.3. Explaining Behavioral Changes

3.3.1. The Bystander Effect: A Lens for Understanding Participation

3.3.2. Case Study: Participation in IRC Français

3.4. Discussion

3.4.1. Learning

3.4.2. Self-Awareness

3.4.3. Social Cues

3.4.4. Blocking

3.4.5. Diffuse Responsibility

3.5. Alternative Explanations

3.6. Summary

Chapter 4. Interaction Quality: A Quasi-Experimental Study

4.1. Studying “Quality”

4.1.1. Defining “Quality”

4.2. The Research Setting: CS 4001

4.2.1. The Role of Small Group Discussion

4.2.2. A Typical Class Session Arrival Introductory Lecture Small Group Discussion Wrap-Up/Report Out

4.2.3. The Everyday Problems of Participation in CS 4001 Too Little Time Class Size Motivation

4.2.4. Behavioral Changes in Online Pilot Studies

4.3. Quasi-Experimental Method

4.3.1. Data Collected

4.3.2. Quantifying “Quality”

4.3.3. Developing a Standard of Comparison

4.3.4. “Grading” the Discussions

4.3.5. Relative Versus Absolute Scores

4.4. Results

4.4.1. Media Effects Matter Relatively Little

4.4.2. Use of Perspectives and Evidence

4.4.3. Time on Task

4.4.4. Complicating Factors

4.5. Summary

Chapter 5. Designing Better Online Learning Environments

5.1. The Challenge of Online Learning

5.2. Key Findings of this Research

5.2.1. Conversational Dominance

5.2.2. Quality of Discussion Content

5.2.3. Efficiency of Conversational Medium

5.3. On Synchronicity

5.4. Implications for Designers

5.5. Future Directions

Appendix A: Discussion Topics and Aggregated Answers

A.1. Privacy and Blogs (Day 1)

A.2. Employees Accessing Private Information (Day 2)

A.2.1. Scenario 1

A.2.2. Scenario 2

A.3. Employee Monitoring (Day 3)

A.4. New Technologies for Law Enforcement (Day 4)

A.4.1. Scenario 1

A.4.2. Scenario 2

Appendix B: Discussion Transcripts

B.1. A “Good” Discussion

B.2. A “Poor” Discussion




© Cambria Press, 2016. Innovative Publisher of Academic Research. /About Us/ Contact Us/ Privacy.