CHATS IN THE CLASSROOM:

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CHATS IN THE CLASSROOM:EVALUATIONS FROM THE PERSPECTIVES OF STUDENTS AND TUTORS AT CHEMNITZ UNIVERSITY OF TECHNOLOGY, COMMUNICATION ON TECHNOLOGY AND APPLIED LINGUISTICS

Dr. Sonja Ruda

Chemnitz University of Technology, Germany Communication on Technology

INTED 2013 7th INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENTCONFERENCE Valencia (Spain) 4th6th March, 2013

Virtual Presentation. Session: Technological Issues in Education__________________________________________________________

Chemnitz University of Technology Communication on Technology Dr. Sonja Ruda

1 INTRODUCTION

The chat is a communication tool.

2 Chemnitz University of Technology Communication on Technology Dr. Sonja Ruda

2 DESCRIPTION OF THE CHAT SESSIONS

Lecture: Text work I (1st semester): Linguistic pragmatics: Speech act theory Semantic roles. (23 Nov. 2009, 5.156.45 pm)

Lecture: Text work I (1st semester): Text function Text types Macrostructures. (14 Dec. 2009, 5.156.45 pm)

Seminar: Multilingual documentation (5th semester): User manuals from different nations. Discussion of a scientific article. (16 Dec. 2009, 1.455 pm), (10 Nov. 2010, 5.157.40 pm) Colloquium: Language and text technology (6th semester): About the term Safety. Brainstorming and discussion. (27 Apr. 2010, 11.0012.15)

Advanced seminar: Technical editing (from 5th semester on): About the term Risk. Brainstorming and discussion. (28 Apr. 2010, 11.001 pm)

Lecture: Text work I (1st semester): Word classes, Word formation. (25 Oct. 2010, 5.156.45 pm), (24 Oct. 2010, 5.156.45 pm)


Lecture: Text work II (2nd semester): Text production: Overview knowledge acquisition from texts Presentation in knowledge schemes. (18 Apr. 2011, 3.305 pm)

Advanced seminar: Risk communication (from 4th semester on): Reports about preliminary results of the research tasks. (18 Apr. 2011, 5.155:58 pm)

Advanced seminar: Risk communication in technical documentation (from 4th semester on): Aspects of safety and risk in user manuals. Analysis of a user manual and discussion. (16 May 2011, 5.156.45 pm)

Lecture: Text work II: (2nd semester): Modification: change quantity. (20 May 2011, 9.1510.45)

Advanced seminar: Road traffic communication (from 4th semester on): Interdisciplinary safety and risk research. Discussion of a scientific article. (2 May 2012, 09.1512.15)


3 EVALUATION OF THE CHAT TEACHING SESSIONS VIA CHAT

The participating students were asked to answer the following questions in written form:

What did you like and dislike about the chat sessions? When do you prefer chats and when the traditional classroom? Which form of teaching (chat / traditional classroom) requires a more intensive preparation for you?

The results are collectively summarized and described as frame structures.

No personal details were requested.


3. 1 Positive Evaluations Subsection 3.1.1 Positive Evaluations from the students' perspective

Increased activity and higher learning potential (a total of 87 answers)

Increased activity and higher learning potential participation (54 answers)





Increased activity and higher learning potential written account (22 answers)





Increased activity and higher learning potential written account (22 answers)

Increased activity and higher learning potential research opportunities (11 answers)


Independence of geographical location, time saving and its effects (54 answers)



Working atmosphere (16 answers)



Working atmosphere (16 answers)

Chat room (13 answers)


3.1.2 Positive evaluations from the tutors' perspective

Independence of geographical location, time saving




Participation behaviour






3.2 Negative Evaluations3.2.1 Negative evaluations from the students' perspective

Participation behaviour (a total of 72 answers)

Participation behaviour disturbances (17 answers)





Participation behaviour actual cooperation (15 answers)






Participation behaviour text work (14 answers)







Participation behaviour text presentation (11 answers)








Participation behaviour online / face-to-face (11 answers)









Participation behaviour in general (4 answers)









Participation behaviour in general (4 answers)

Technical limitations (32 answers)


3.2.1 Negative evaluations from the tutors' perspective

Technical limitations



3.3 Preference of the chat teaching room / the traditional classroom

Chat teaching roomcourse types, topics and actions


3.3 Preference of the chat teaching room / the traditional classroom

Chat teaching roomcourse types, topics and actions

framework conditions


Traditional classroom

course types, topics and actions




Interaction




Interaction

Framework conditions


3.4 Preparation time

31 students prepared the chat room sessions exactly the same way as sessions in the traditional classroom.




24 students prepared more intensively for the chat session.




24 students prepared more intensively for the chat session.

preparation for the tutors


4 CONCLUSION

On the whole and under certain conditions the chat room seems to be a good alternative to the traditional classroom.


4 CONCLUSION


The students' preparation time for chat teaching sessions and courses in the traditional classroom is very similar.


4 CONCLUSION


The students' preparation time for chat teaching sessions and courses in the traditional classroom is very similar.

For tutors chat sessions involve a significantly longer preparation time.


Questions for discussions include: Can the positive aspects be transferred to traditional teaching and if so, how?



How can negative aspects like the incoherence in the chat discourses at least be minimized?



How can negative aspects like the incoherence in the chat discourses at least be minimized?

Are lists of speakers, activity awareness, the explicit selection of recipients, the visualization of the chronological sequence and the explicit referencing of threads sufficient?

36Thank you for your attention!

Contact:Dr. Sonja RudaChemnitz University of TechnologyCommunication on TechnologyD-09107 Chemnitz

[email protected]

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CHATS IN THE CLASSROOM: