Analysis of Student-Instructor Interaction Patterns in Real-Time, Scientific Online Discourse

Autor/inn/en	Epp, Erik M.; Green, Kellie F.; Rahman, Aliya M.; Weaver, Gabriela C.
Titel	Analysis of Student-Instructor Interaction Patterns in Real-Time, Scientific Online Discourse
Quelle	In: Journal of Science Education and Technology, 19 (2010) 1, S.49-57 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-009-9177-z
Schlagwörter	Cues; Nonverbal Communication; Computer Mediated Communication; Interaction; Discourse Analysis; Teacher Student Relationship; Synchronous Communication; Internet; Communication Strategies; Distance Education; Teaching Methods; Science Instruction; Science Education; College Science; Science Teachers; Educational Strategies; Educational Technology + Suchen Sie Ihr Suchwort? Stichwort; Non-verbal communication; Nonverbale Kommunikation; Computerkonferenz; Interaktion; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsstrategie; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Unterrichtsmedien
Abstract	The characteristics of the online environment alter how students and instructors interact. Scientific discourse among students and instructors in an online text-only synchronous environment was analyzed. In converting dialogue to text, many of the nonverbal cues, such as facial expression and tone of voice, which instructors use to gauge student understanding are lost. The participants adapt their communication style to the medium, and we present a new interaction pattern for student-instructor communication found prevalent in the synchronous, text-only, online environment. This study has implications for instructors who use synchronous, text-based communication for their courses, namely the value of posing additional questions from the instructor to verify student understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10