McDonald, Christine and Loch, Birgit and Lloyd, Margaret (2010) Interaction in synchronous chat tutorials to facilitate learning in introductory statistics. In: ICOTS8: Data and Context in Statistics Education: Towards an Evidence-Based Society, 11-16 Jul 2010, Ljubljana, Slovenia.
This paper investigates interaction in synchronous chat tutorials trialed in an introductory statistics course offered in distance education mode. The Community of Inquiry (CoI) framework of Garrison, Anderson and Archer, while primarily developed to inform online asynchronous
discussion groups in non-mathematical contexts, is used to describe the interactions in these online tutorials. Transcript analysis was performed on three chat logs of weekly online sessions and the three presences of the CoI framework - social, cognitive and teaching presence - were identified.
The changing dynamic amongst these presences across the semester was explored. Preliminary results indicate that the balance of the presences changes over time and, while it is suggested that this may be associated with the difficulty of the content, further investigation is needed.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Publisher:||International Statistical Institute|
|Item Status:||Live Archive|
|Additional Information (displayed to public):||Author version not held.|
|Depositing User:||Mrs Christine McDonald|
|Faculty / Department / School:||Historic - Faculty of Sciences - Department of Maths and Computing|
|Date Deposited:||28 Feb 2011 04:11|
|Last Modified:||28 Aug 2014 03:33|
|Uncontrolled Keywords:||synchronous chat; online education; community of inquiry; tutorials|
|Fields of Research (FoR):||01 Mathematical Sciences > 0104 Statistics > 010499 Statistics not elsewhere classified
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
|Socio-Economic Objective (SEO):||E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education|
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