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dc.contributor.authorBowler, Marken_GB
dc.contributor.authorRaiker, Andreaen_GB
dc.date.accessioned2012-11-26T10:23:58Z
dc.date.available2012-11-26T10:23:58Z
dc.date.issued2011-07
dc.identifier.citationBowler, M and Raiker, A. (2011) Learning to chat: Developing a pedagogical framework for facilitating online synchronous tutorial discussion. Journal of Pedagogic Development. Vol 1 Issue 1. 6-15.en_GB
dc.identifier.issn2047-3257
dc.identifier.urihttp://hdl.handle.net/10547/253278
dc.description.abstractThe adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application.
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen_GB
dc.relation.urlhttp://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/learning-to-chat-developing-a-pedagogical-framework-for-facilitating-online-synchronous-tutorial-discussionen_GB
dc.subjectonline synchronous discussionen_GB
dc.subjectsocio-constructivismen_GB
dc.subjecttutorialen_GB
dc.subjectpedagogyen_GB
dc.subjectelearningen_GB
dc.titleLearning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussionen
dc.typeArticleen
dc.identifier.eissn2047-3265
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalJournal of Pedagogic Developmenten_GB
html.description.abstractThe adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application.


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