Learning to chat: tutor participation in synchronous online chat

BURNETT, Cathy (2003). Learning to chat: tutor participation in synchronous online chat. Teaching in higher education, 8 (2), 247-261.

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Link to published version:: https://doi.org/10.1080/1356251032000052474
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    Synchronous online chat has been largely ignored as a medium for productive group discussions between distance learning students and their tutors. Its distinctive features, however, do have potential advantages and may offer new learning opportunities. Given that the tutor is reduced to an onscreen presence in online chat, there is a need to create frameworks to help define effective tutor behaviour in this medium. Here, tutor moves are categorised according to function and analysed in relation to their perceived effect on students' contributions. The recognition that tutor behaviour can promote productive dialogue prompts a re-evaluation of the role of synchronous online chat in educational contexts.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/1356251032000052474
    Page Range: 247-261
    Depositing User: Ann Betterton
    Date Deposited: 16 Dec 2008
    Last Modified: 25 Oct 2022 11:16
    URI: https://shura.shu.ac.uk/id/eprint/143

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