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

Foreword

Preface

Acknowledgments

Abbreviations

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

2.2.2.1. Self-Awareness

2.3. Important Learning Behaviors

2.3.1. The Importance of Conversational Equity

2.3.1.1. Social Status and Inhibition

2.3.1.2. An Interesting Domain: Foreign Language Learning

2.3.2. The Importance of Perspective Taking

2.3.2.1. 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

3.2.1.1. Prof. Sagnier

3.2.1.2. 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

4.2.2.1. Arrival

4.2.2.2. Introductory Lecture

4.2.2.3. Small Group Discussion

4.2.2.4. Wrap-Up/Report Out

4.2.3. The Everyday Problems of Participation in CS 4001

4.2.3.1. Too Little Time

4.2.3.2. Class Size

4.2.3.3. 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

References

Index


 

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