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CHATS IN THE CLASSROOM:

CHATS IN THE CLASSROOM: EVALUATIONS FROM THE PERSPECTIVES OF STUDENTS AND TUTORS AT CHEMNITZ UNIVERSITY OF TECHNOLOGY, COMMUNICATION ON TECHNOLOGY AND APPLIED LINGUISTICS Dr. Sonja Ruda Chemnitz University of Technology, Germany Communication on Technology .

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CHATS IN THE CLASSROOM:

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  1. CHATS IN THE CLASSROOM: EVALUATIONS FROM THE PERSPECTIVES OF STUDENTS AND TUTORS AT CHEMNITZ UNIVERSITY OF TECHNOLOGY, COMMUNICATION ON TECHNOLOGY AND APPLIED LINGUISTICS Dr. Sonja Ruda Chemnitz University of Technology, Germany Communication on Technology INTED 2013 – 7th INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE – Valencia (Spain) – 4th–6th March, 2013 Virtual Presentation. Session: Technological Issues in Education __________________________________________________________

  2. 1 INTRODUCTION • The chat is a communication tool. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  3. 2 DESCRIPTION OF THE CHAT SESSIONS • Lecture: Text work I (1st semester): Linguistic pragmatics: Speech act • theory – Semantic roles. (23 Nov. 2009, 5.15–6.45 pm) • Lecture: Text work I (1st semester): Text function – Text types – • Macrostructures. (14 Dec. 2009, 5.15–6.45 pm) • Seminar: Multilingual documentation (5th semester): User manuals • from different nations. Discussion of a scientific article. • (16 Dec. 2009, 1.45–5 pm), (10 Nov. 2010, 5.15–7.40 pm) • Colloquium: Language and text technology (6th semester): About the • term Safety. Brainstorming and discussion. (27 Apr. 2010, 11.00–12.15) • Advanced seminar: Technical editing (from 5th semester on): About • the term Risk. Brainstorming and discussion. (28 Apr. 2010, 11.00–1 pm) • Lecture: Text work I (1st semester): Word classes, Word formation. • (25 Oct. 2010, 5.15–6.45 pm), (24 Oct. 2010, 5.15–6.45 pm) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  4. Lecture: Text work II (2nd semester): Text production: Overview knowledge acquisition from texts – Presentation in knowledge schemes. • (18 Apr. 2011, 3.30–5 pm) • Advanced seminar: Risk communication (from 4th semester on): Reports about preliminary results of the research tasks. • (18 Apr. 2011, 5.15–5:58 pm) • Advanced seminar: Risk communication in technical documentation (from 4th semester on): Aspects of safety and risk in user manuals. Analysis of a user manual and discussion. (16 May 2011, 5.15–6.45 pm) • Lecture: Text work II: (2nd semester): Modification: change quantity. • (20 May 2011, 9.15–10.45) • Advanced seminar: Road traffic communication (from 4th semester on): Interdisciplinary safety and risk research. Discussion of a scientific article. (2 May 2012, 09.15–12.15) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  5. 3 EVALUATION OF THE CHAT TEACHING SESSIONS VIA CHAT • The participating students were asked to answer the following questions in written form: • What did you like and dislike about the chat sessions? • When do you prefer chats and when the traditional classroom? • Which form of teaching (chat / traditional classroom) requires a more intensive preparation for you? The results are collectively summarized and described as frame structures. • No personal details were requested. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  6. 3. 1 Positive Evaluations Subsection 3.1.1 Positive Evaluations from the students' perspective Increased activity and higher learning potential (a total of 87 answers) Increased activity and higher learning potential – participation (54 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  7. 3. 1 Positive Evaluations Subsection 3.1.1 Positive Evaluations from the students' perspective Increased activity and higher learning potential (a total of 87 answers) Increased activity and higher learning potential – participation (54 answers) Increased activity and higher learning potential – written account (22 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  8. 3. 1 Positive Evaluations Subsection 3.1.1 Positive Evaluations from the students' perspective Increased activity and higher learning potential (a total of 87 answers) Increased activity and higher learning potential – participation (54 answers) Increased activity and higher learning potential – written account (22 answers) Increased activity and higher learning potential – research opportunities (11 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  9. Independence of geographical location, time saving and its effects (54 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  10. Independence of geographical location, time saving and its effects (54 answers) Working atmosphere (16 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  11. Independence of geographical location, time saving and its effects (54 answers) Working atmosphere (16 answers) Chat room (13 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  12. 3.1.2 Positive evaluations from the tutors' perspective Independence of geographical location, time saving Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  13. 3.1.2 Positive evaluations from the tutors' perspective Independence of geographical location, time saving Participation behaviour Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  14. 3.1.2 Positive evaluations from the tutors' perspective Independence of geographical location, time saving Participation behaviour Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  15. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  16. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Participation behaviour – actual cooperation (15 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  17. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Participation behaviour – actual cooperation (15 answers) Participation behaviour – text work (14 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  18. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Participation behaviour – actual cooperation (15 answers) Participation behaviour – text work (14 answers) Participation behaviour – text presentation (11 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  19. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Participation behaviour – actual cooperation (15 answers) Participation behaviour – text work (14 answers) Participation behaviour – text presentation (11 answers) Participation behaviour – online / face-to-face (11 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  20. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Participation behaviour – actual cooperation (15 answers) Participation behaviour – text work (14 answers) Participation behaviour – text presentation (11 answers) Participation behaviour – online / face-to-face (11 answers) Participation behaviour – in general (4 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  21. 3.2 Negative Evaluations 3.2.1 Negative evaluations from the students' perspective Participation behaviour (a total of 72 answers) Participation behaviour – disturbances (17 answers) Participation behaviour – actual cooperation (15 answers) Participation behaviour – text work (14 answers) Participation behaviour – text presentation (11 answers) Participation behaviour – online / face-to-face (11 answers) Participation behaviour – in general (4 answers) Technical limitations (32 answers) Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  22. 3.2.1 Negative evaluations from the tutors' perspective Technical limitations Participation behaviour Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  23. 3.3 Preference of the chat teaching room / the traditional classroom • Chat teaching room • course types, topics and actions Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  24. 3.3 Preference of the chat teaching room / the traditional classroom • Chat teaching room • course types, topics and actions • framework conditions Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  25. Traditional classroom • course types, topics and actions Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  26. Traditional classroom course types, topics and actions Interaction Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  27. Traditional classroom course types, topics and actions Interaction Framework conditions Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  28. 3.4 Preparation time 31 students prepared the chat room sessions exactly the same way as sessions in the traditional classroom. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  29. 3.4 Preparation time 31 students prepared the chat room sessions exactly the same way as sessions in the traditional classroom. 24 students prepared more intensively for the chat session. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  30. 3.4 Preparation time 31 students prepared the chat room sessions exactly the same way as sessions in the traditional classroom. 24 students prepared more intensively for the chat session. preparation for the tutors Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  31. 4 CONCLUSION On the whole and under certain conditions the chat room seems to be a good alternative to the traditional classroom. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  32. 4 CONCLUSION On the whole and under certain conditions the chat room seems to be a good alternative to the traditional classroom. The students' preparation time for chat teaching sessions and courses in the traditional classroom is very similar. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  33. 4 CONCLUSION On the whole and under certain conditions the chat room seems to be a good alternative to the traditional classroom. The students' preparation time for chat teaching sessions and courses in the traditional classroom is very similar. For tutors chat sessions involve a significantly longer preparation time. Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  34. Questions for discussions include: • Can the positive aspects be transferred to traditional teaching and if so, how? Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  35. Questions for discussions include: • Can the positive aspects be transferred to traditional teaching and if so, how? • How can negative aspects like the incoherence in the chat discourses at least be minimized? Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  36. Questions for discussions include: • Can the positive aspects be transferred to traditional teaching and if so, how? • How can negative aspects like the incoherence in the chat discourses at least be minimized? • Are lists of speakers, activity awareness, the explicit selection of recipients, the visualization of the chronological sequence and the explicit referencing of threads sufficient? Chemnitz University of Technology – Communication on Technology – Dr. Sonja Ruda

  37. Thankyouforyourattention! Contact: Dr. Sonja Ruda Chemnitz University of Technology Communication on Technology D-09107 Chemnitz sonja.ruda@phil.tu-chemnitz.de

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