Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of 'active' and 'silent' secondary school students

Christa S.C. Asterhan; Tammy Eisenmann

doi:10.1016/j.chb.2011.06.011

Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of 'active' and 'silent' secondary school students

Christa S.C. Asterhan^*, Tammy Eisenmann

^*Corresponding author for this work

Department of Education

Research output: Contribution to journal › Article › peer-review

26 Scopus citations

Abstract

Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students' experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that 'silent' students welcome the introduction of CMC with enthusiasm, whereas 'active' students do not show a clear preference. Practical implications as well as new directions for further research are discussed.

Original language	English
Pages (from-to)	2169-2177
Number of pages	9
Journal	Computers in Human Behavior
Volume	27
Issue number	6
DOIs	https://doi.org/10.1016/j.chb.2011.06.011
State	Published - Nov 2011

Bibliographical note

Funding Information:
The data was collected in a secular public school in the Jerusalem metropolitan area. Part of the teaching staff in this school participated in an in-service teacher training provided by the Kishurim program ( Schwarz & De Groot, 2007 ), which partly sponsored by the Israeli Ministry of Education and European Community R&D funds. The Kishurim program aims to foster argumentation and dialogic activities in secondary schools, both in face-to-face as well as in computer-mediated communication formats. Teachers participate not only in pre- or in-service teacher training programs, but also receive local, in-school support. This is true for both the design and implementation of classroom activities, as well as for the operation of computer-mediated communication tools in classrooms.

Keywords

Argumentation
Classroom dialogue
Classroom discussions
Computer-mediated communication
Face-to-face communication
Individual differences

Access to Document

10.1016/j.chb.2011.06.011

Cite this

@article{03933615a5b244ab97f76f5e38041387,

title = "Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of 'active' and 'silent' secondary school students",

abstract = "Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students' experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that 'silent' students welcome the introduction of CMC with enthusiasm, whereas 'active' students do not show a clear preference. Practical implications as well as new directions for further research are discussed.",

keywords = "Argumentation, Classroom dialogue, Classroom discussions, Computer-mediated communication, Face-to-face communication, Individual differences",

author = "Asterhan, {Christa S.C.} and Tammy Eisenmann",

note = "Funding Information: The data was collected in a secular public school in the Jerusalem metropolitan area. Part of the teaching staff in this school participated in an in-service teacher training provided by the Kishurim program ( Schwarz & De Groot, 2007 ), which partly sponsored by the Israeli Ministry of Education and European Community R&D funds. The Kishurim program aims to foster argumentation and dialogic activities in secondary schools, both in face-to-face as well as in computer-mediated communication formats. Teachers participate not only in pre- or in-service teacher training programs, but also receive local, in-school support. This is true for both the design and implementation of classroom activities, as well as for the operation of computer-mediated communication tools in classrooms. ",

year = "2011",

month = nov,

doi = "10.1016/j.chb.2011.06.011",

language = "אנגלית",

volume = "27",

pages = "2169--2177",

journal = "Computers in Human Behavior",

issn = "0747-5632",

publisher = "Elsevier Ltd.",

number = "6",

}

TY - JOUR

T1 - Introducing synchronous e-discussion tools in co-located classrooms

T2 - A study on the experiences of 'active' and 'silent' secondary school students

AU - Asterhan, Christa S.C.

AU - Eisenmann, Tammy

N1 - Funding Information: The data was collected in a secular public school in the Jerusalem metropolitan area. Part of the teaching staff in this school participated in an in-service teacher training provided by the Kishurim program ( Schwarz & De Groot, 2007 ), which partly sponsored by the Israeli Ministry of Education and European Community R&D funds. The Kishurim program aims to foster argumentation and dialogic activities in secondary schools, both in face-to-face as well as in computer-mediated communication formats. Teachers participate not only in pre- or in-service teacher training programs, but also receive local, in-school support. This is true for both the design and implementation of classroom activities, as well as for the operation of computer-mediated communication tools in classrooms.

PY - 2011/11

Y1 - 2011/11

N2 - Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students' experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that 'silent' students welcome the introduction of CMC with enthusiasm, whereas 'active' students do not show a clear preference. Practical implications as well as new directions for further research are discussed.

AB - Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students' experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that 'silent' students welcome the introduction of CMC with enthusiasm, whereas 'active' students do not show a clear preference. Practical implications as well as new directions for further research are discussed.

KW - Argumentation

KW - Classroom dialogue

KW - Classroom discussions

KW - Computer-mediated communication

KW - Face-to-face communication

KW - Individual differences

UR - http://www.scopus.com/inward/record.url?scp=80052807142&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2011.06.011

DO - 10.1016/j.chb.2011.06.011

M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???

AN - SCOPUS:80052807142

SN - 0747-5632

VL - 27

SP - 2169

EP - 2177

JO - Computers in Human Behavior

JF - Computers in Human Behavior

IS - 6

ER -

Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of 'active' and 'silent' secondary school students

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this