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Enhancing Student Engagement through Chat and Forums in Virtual Learning Environments

This paper examines the critical role of chat and forum interactions in virtual learning environments, focusing on their impact on student engagement and collaborative learning. It outlines the theoretical foundations provided by social constructivism and highlights best practices for assessing students' contributions. By promoting dialogue and reflection among peers, these platforms foster critical thinking and enhance the learning experience. The discussion draws on a range of academic literature, providing a comprehensive overview of effective strategies for integrating technology into educational practices.

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Enhancing Student Engagement through Chat and Forums in Virtual Learning Environments

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  1. Assessing Student Talk Using Chat and Forums in a Virtual Learning Environment Dorian Love Roedean (SA)

  2. The Roedean Academy

  3. The Chat Interface

  4. http://fie-conference.org/fie2007/papers/1416.pdf

  5. Perkins, C., & Murphy, E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory case study. Educational Technology & Society, 9 (1), 298-307.

  6. http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.htmlhttp://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html

  7. http://www.ilovelanguage.ninehub.com

  8. StevanHarnad Four Cognitive Revolutions Interaction Reflection Interaction & Reflection StevanHarnad http://poynder.blogspot.com/2007/07/oa-interviews-stevan-harnad.html

  9. Andrew Wilkinson Oracy Oracy Numeracy Literacy

  10. Theoretical Framework Social Constructivist learning Theory Lev Vygotsky Situated Learning – Communities of practice Lave & Wegner Community of Inquiry Matthew Lipman Garrison & Anderson Computer Supported Collaborative Learning

  11. Collaborative Learning Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs. http://www.gdrc.org/kmgmt/c-learn/what-is-cl.html Evidence that Collaborative Learning supports critical thinking

  12. Computer Supported Collaborative Learning http://www.brandon-hall.com/publications/collaboration/collaboration_images/collaboration_technology.jpg http://farm2.static.flickr.com/1080/842744868_22852c50cc.jpg The idea that computers offer particular affordances for collaborative learning

  13. The Affordances of Computer Supported Collaborative Learning • Text-based and Computer-Mediated Interaction (Intersection between Interaction and reflection) • Many-to-many Communication • Time and Place Independence • Long Distance Exchange • Hypermedia Links

  14. Virtual Learning Environments VLEs course documents journals quizzes classroom forums podcasts School intranet chatrooms SCORMs assessment The Internet classrooms elsewhere in the world experts/communities outside school environments Promoting Talk Assessing Talk Bringing Talk into the ePortfolio

  15. ePortfolios Assessing process rather than product Richard Kimbell e-scape System

  16. E-scape brochure http://www.gold.ac.uk/media/e-scape-brochure-web.pdf

  17. Using PDAs to record images, video footage and record thoughts. http://www.gold.ac.uk/media/The%20Great%20E-SCAPE.pdf http://www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1063 Uploaded to an ePortfolio to record the process – rather than just the final product

  18. ePortfolio presented as a storyboard of the design process http://www.gold.ac.uk/media/e-scape%20in%20school.pdf

  19. Bibliography Black, A. The use of asynchronous discussion: Creating a text of talk. Contemporary Issues in Technology and Teacher Education, 5 (1), 5-24. Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Retrieved July 12, 2009, from Digital Library and Archives: http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html Harnad, S. (1991). Post-Gutenberg Galaxy: The Fourth Revolution in the Means of Production of Knowledge. Public-Access Computer Systems Review, 2 (1), 39-53. Holderness, J., & Lalljee, B. (1998). An Introduction to oracy: frameworks for talk. London: Cassell. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. MacLure, M., Phillips, T., & Wilkinson, A. (1988). Oracy Matters: The Development of Talking and Listening in Education. Open University Press. Ofsted. (2009). Virtual learning environments: an evaluation of their development in a sample of educational settings. London. Raphael, T., Florio-Ruane, S., George, M., Hasty, N. L., & Highfield, K. (2004). Book Club Plus! A Literacy Framework for the Primary Grades. Small Planet Communications. Roberts, E., & Rostron, J. (n.d.). eLearning Seminars. Retrieved 08 08, 2009, from Worldwide Universities network: http://www.wun.ac.uk/elearning/seminars/seminars/seminar_one/papers/ellenjane.pdf Wang, X. (2007). What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course? International Journal of Web-Based Learning and Teaching Technologies, 2 (1). Wegerif, R., & Scrimshaw, P. (1997). Computers and Talk in the Primary Classroom. Multilingual Matters. Wegerif, R., Littleton, K., Dawes, L., Mercer, N., & Rowe, D. (2004). Widening access to educational opportunities through teaching children how to reason together. International Journal of Research & Method in Education, 27 (2), 143 – 156. Wilkinson, A. M. (1987). Aspects of Communication and the Plowden Report. The Oxford Review of Education, 13 (1). Wolf, M., Crosson, A., & Resnick, L. (2005). Classroom Talk for Rigorous Reading Comprehension Instruction. Reading Psychology (26), 27-53.

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