Electronic conversations, delusions, and hallucinations Interactive communication issues in a computer-mediated classroom Danilo M. Baylen Nora Egan Demers Florida Gulf Coast University

Context The Course  a new course approved by the state of Florida  a component of the undergraduate program  part of the liberal studies core of courses  of interdisciplinary nature  in its second semester of delivery  focus on issues in science and technology

Context The Instructor  had strong background in biology  member of the undergraduate art and sciences faculty  on her first year of teaching at the university  on her second semester of delivery for this course  wanted to integrate technology (e.g., electronic bulletin board) in the teaching of this course  used the services and support of an instructional designer

Context The Students  30 undergraduate juniors and seniors  transfer students from community colleges  did not complete their first two years of undergraduate studies at this university  mostly new to the concept of using technology (e.g., electronic bulletin board) in the classroom

Questions How do we evaluate students’ patterns of interaction on a web-based bulletin board? What patterns of communication promoted interaction between students in a web-based bulletin board?

Methods  Printed and used narrative transcript from student postings on the bulletin board  Identified levels of student participation by reviewing how the students are posting messages on the bulletin board  Used Roby’s model of discussion, focusing on roles, to analyze communication patterns

Level of Participation First -- Posting a message Second -- Responding to a posting Third -- Replying to a response Fourth -- Responding to a reply Fifth -- Replying to a reply

Level of Participation High participation activity on first and second levels: posting a message & responding to a posting [ See Table 1 ] Low participation activity from fourth and fifth levels: responding to a reply & replying to a reply

Roby’s Model of Discussion Focusing on discussion roles [ See Table 2 ] –Initiating –Supporting –Challenging –Summarizing –Monitoring

Roby’s Model of Discussion Multiple ideas were initiated in all on-line discussion threads. Students’ initial postings were highly responded by others in all on-line discussion threads. Ideas that were presented and supported during the on-line discussion were also challenged. Even though discussions were going off-tangent and occuring at different levels, very few students did a summary. Also, minimal monitoring on the part of the students or instructor was observed.

Common Patterns Initiating pattern –Throw out the first insight or opinion to get the ball rolling –Inject a new insight or information into the discussion –Formulate a question that opens up the topic for discussion Supporting –Respond by providing additional evidence for the position –Respond by supporting the idea –Introduce a nuance that enriches the original formulation Challenging –Offer a different opinion

Lessons Learned Planning –Structure the activity –Select topic/issue that lends itself to discussion/dialogue Preparation –Model what is expected –Let the students do a “practice run” –Provide feedback on how the students are doing –Assign students to different roles

Lessons Learned Reevaluation –Provide time to evaluate the activity and make adjustments if necessary –Be flexible when students have problems with the technology Reflection –Help students become reflective practitioners

Conclusions Continue to analyze different on-line discussion activity Develop an effective on-line discussion model Create guidelines for the effective use of electronic bulletin boards in both face-to-face or on-line teaching