Tips for Using Chat as an Instructional ToolChat software (text or media-based) provides an excellent tool in supporting academic dialog (exchange), critical thinking, and knowledge building. The immediacy of the technology provides students with a direct connection with the instructor as well as other students. While chat software is usually used for "chatting," and, therefore, it has a relaxed and colloquial protocol, with a little thought and planning, it can also be used well to support instruction. Many classroom instructors and online instructors use chat software to provide virtual office hours and for easy question and answer sessions. More, however, can be achieved in the instructional process using the tool to create real-time collaboration and discussion that leads to in-depth academic processing of course material. The main concepts for instructional use are:
Academic Exchange
The main difference between discussion and dialog (academic exchange) are the rules for engagement and the outcomes. Discussion is mainly about the exchange of information and ideas, while dialog requires the working of ideas towards a knowledge-based learning outcome. The latter also involves a process of critical thinking in order to achieve this outcome and relies on the valuing of each contributed idea as a group idea and not belonging to the individual, as is the case with discussional exchanges. Most learning remains in the discussion stage and rarely reaches knowledge building. Scardamelia and Bareiter (egs. 1996, 1999) have written much about the characteristics and outcomes of knowledge building and the concept of working ideas, as well as how online tools can promote this kind of learning. It is important to realize, however, that simply providing tools to students will not achieve a desired instructional outcome. Reaching a level of instructional success requires effective instructional design and intentional planning on the part of the instructor. It also requires an equal access to content for students, and creating a culture of ideas exchange leading to dialog, not simply conversation. What is an academic idea? What does it mean to "work an idea?" How can knowledge building be measured as a learning outcome?
It is my sense that the best instructional design for digital learners is multidimensional with diverse inputs and diverse outputs. As such, any digital tool must be designed into an entire course and supported well with learning resources and strategies. Therefore, simply to promote chat software in isolation would be a mistake. Thinking of using chat software, however, as part of an overall instructional design is effective particularly if the learning outcome is academic exchange through critical thinking. Instructional Use of Chat: Preparation and Orientation Of course, in a video exchange, the protocol can be more similar to that of a face to face environment, and some chat programs also provide a digital representation icon when someone wishes to speak. It is important, however, that the instructor becomes familiar with the functionality of the chat software in order to orient students to efficient protocol beforehand. It is also important for the instructor to intentionally address the issue of "publication," especially for older students. That is, in a typed, chat environment, time should not be taken for careful editing before contributing. Instructors should communicate to students that the focus of the session is exchange, not writing or editing. That will help students relax. Younger students do not usually require this kind of assurance, as they are most familiar with informal chat environment where spelling and grammar do not count. Younger students would, however, need to be supported in developing an academic "voice" over a conversational voice, if academic exchange is the goal.
Additionally, whiteboard use for presentation or for brainstorming is a wonderful way to manage note taking throughout the session. Most chat software provides a control option for instructors, which means that sometimes the board can be opened for everyone to use and sometimes it can be closed for only the instructor to use. This management capability provides a safeguard so that sessions do not become chaotic. Most students prefer turn-taking protocol as otherwise they will become impatient with "heavy" talkers online just as in the classroom. It is also more likely that students will not remain focused for the entire session if rules are not established.
Learning Outcomes
Tips for Facilitating a Chat Discussion
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. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ:Lawrence Erlbaum Associates.
About the author: Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
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Cite this SiteRuth Reynard, Ph.D., "Tips for Using Chat as an Instructional Tool," T.H.E. Journal, 1/16/2008, http://www./articles/21837
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