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Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion

Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

The 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.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 07/2011

Publication status

Published - 07/2011

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/253278

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