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ERIC Number: EJ1040440
Record Type: Journal
Publication Date: 2014-Jul
Pages: 26
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1093-023X
Exploring Synchronous Text Chat in Remotely-Delivered Early Field Experiences
Heafner, Tina; Plaisance, Michelle
Journal of Interactive Learning Research, v25 n3 p327-352 Jul 2014
The increasing popularity and accessibility of affordable computer-mediated communication is rapidly advancing alternative forms of message transmission into market sectors, such as education. The focus of this article is an exploratory multi-case study of rich learning experiences of Windows into Teaching and Learning (WiTL) participants enrolled in two online summer content methods courses who engaged in computer-mediated dialog. The researchers examined collective and individual use of synchronous text chat for the purpose of understanding learner and instructor social and cognitive presence as well as attitudes toward online learning. Through a content analysis, researchers found that this mode of communication unilaterally enriched the observation learning experience for all participants. Specifically, researchers identified four meaningful social and cognitive functions of the synchronous text chat: a) enhancing enjoyment, b) engagement and noticing, c) achieving community and providing interactive immediacy, and d) bridging of theory to practice. Researchers coined this use of SMS (synchronous texting) in academic settings EduTexting and argue for its application in future online teacher preparation courses. Based on the findings of this study, the authors conclude there are significant educational benefits to using a form of communication that is congruent with students' lives.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A