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Tips for Using Chat as an Instructional Tool
10/31/2007
The time elapse, however, does not build the same momentum in discussion. Chat can bring the classroom dynamics online by providing a synchronous exchange that builds intensity more efficiently. That is, students are engaged from the outset and do not have the option of participation as they are "digitally" recognized and their participation (or lack) is visible to the whole group. This helps students feel more accountable to their peers and will usually keep them on task. Where chat can become more efficient than classroom discussion is on two levels:- In chat the students are usually in small groups and become more familiar with each person's thoughts and ideas than would usually happen in a face to face environment. This is owing to the nature of a digital environment itself. That is, both the digital ID and the contribution are immediately linked in the minds of the participants, and it, therefore, brings each one closer to the other students' thinking.
- The level of discussion is usually more intense more quickly. That is, what might take a whole class session to achieve can be achieved in a shorter period of time because the environment is so immediate; there is no down time. The majority of students I have taught using a chat tool have expressed the same astonishment at the intensity and focus of the discussion. Therefore, discussions become more efficient and more focused. This is a perfect way to help students think critically about some major concepts without taking up longer periods of class time.
Tips for Facilitating a Chat Discussion
It's important for instructors to adopt the role of discussion facilitator either by leading the session or participating and having a student lead. The facilitation is most effective when the main concepts are targeted through a critical question that has been distributed to the group before the session and students are encouraged to keep processing the same concept. In other words, rather than a general discussion, the concept itself should be analyzed, discussed, and applied in some sort of "real life" example. The role of the facilitator is to keep the analytical process on track by commenting on possible modifications to the concepts, by posing more advanced questions, or by challenging an analysis that is not logical or applicable to the concept. This keeps the discussion academic and also helps to value each student's contribution as part of the process.
Chat is best used in instruction when it is thought through in terms of actual learning outcomes and when students are well oriented to the software and the expectations of use within the course. The software can be used to augment a conventional course or in a hybrid or online course. To use chat only for direct informational connections with students is to limit its potential in the learning process. I have used chat software for seven years at the university level both with undergraduate and graduate students and have found the same results. Most students resist the work involved to integrate the tool initially, however, often speak about it later as one of the best aids in their learning process.
References
Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge building organizations. In D. Keating & C. Hertzman (Eds.), Today's children, tomorrow's society: The developmental health and wealth of nations (pp. 274-289). New York: Guilford.
Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ:Lawrence Erlbaum Associates.
Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
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