Comparing How Students Collaborate to Learn About the Self and Relationships in a Real-Time Non-Turn-Taking Online and Turn-Taking Face-to-Face Environment

Abstract

A matched study compares collaborative learning about the self and relationships in two different learning environments. One environment is a traditional university classroom in which participants take turns expressing themselves. The other is online, using the LBD eClassroom©, which allows several participants to express themselves at the same time. The intent was to migrate the content and the process of the course from a traditional face‐to‐face classroom to an online classroom. By eliminating the constraint of taking turns, a greater quantity of exchanges was shown to be possible in the same amount of time, resulting in a different dynamic to the interactions in the online class. Instead of focusing on interactions between students and the instructor or expert, more interactions occurred among the students. These differences led to a more effective formation of group identity, or polis. The data analysis includes interaction diagrams, GUIDATA©, and the use of time.

Exploring Trends of Potential User Experience of Online Classroom on Virtual Platform for Higher Education during COVID-19 Epidemic: A Case in China

“…The survey about interaction of scene experience concludes that students prefer unencumbered communication with classmates which the original offline classroom interaction support. The same conclusion from study of Lobel [11], comparing online and offline interactive collaboration environment of students, indicates that group interaction rate of students is higher than the students in the interaction between the teacher ratio, the survey of McCarthy [12] indicates that students tend to group interaction and peer interaction.…”

Az online osztálytermi diskurzus sajátosságai tanári interjúk tükrében

“…A csetszövegek számos olyan beszélt nyelvi elemmel rendelkeznek, amelyek lehetővé teszik, hogy az írásbeli megnyilatkozásokat a szóbeliekhez hasonlóan elemezzük (Keszy-Harmath 2018). A szinkrón írásbeli osztálytermi diskurzus jellemzője, hogy megnő a tanulói aktivitás a kontaktórához képest: több különböző diák nyilatkozik meg az írásos csatornán, és ugyanannyi idő alatt összességében több hozzászólás születik (Lobel et al 2005). A tanulói aktivitás növekedésének oka, hogy az ilyen típusú felületek interaktívak, azonnali válaszlehetőséget biztosítanak, a beszélők kiválasztása pedig önkijelölés alapján történik (Lapadat 2002), míg a kontakt osztályteremben a tanárnál van az alapvető beszédjog (Király 2015).…”

Educommunication in digital environments: an interaction´s perspective inside and beyond the classroom

“…Examples of studies addressing these issues are in Lobel et al (2005) and Stanton and Stanton (2017).…”