   The online learning environment has    made education convenient for many    students.   Online classes are similar t...
   Studies on communication in an online    learning environment.    › Emails: created a sense of personable-ness        ...
   Online students use of the chat room    have demonstrated more:    › Questioning    › Replying    › Thought provoking ...
   In an online environment, this study    attempts to demonstrate:    › A chapter relevant chat study session, prior    ...
 Student success had been established, in  a study that used different types of  electronic communication                ...
 Instant feedback & anonymous  atmosphere motivated students to  share,   (Rutter, 2006). The anonymous factor allowed s...
 Students felt comfortable within their  online group members in association  within a chat room (Janssen, Erkens, Kirsch...
 A study demonstrated a positive  correlation between chat room  behaviors and student performance. There was also a lin...
   The online learning environment can be    an effective way to learn material with    proper communication tools.    › ...
   To further demonstrate the effectiveness    of the chat room for online students, this    study looks at exam scores. ...
   Students, who participate in a chapter-    relevant, online chat study session, will    have better scores on a chapte...
Participants 14 undergraduate students having an AOL AIM  account.Apparatus A 1500 word, paraphrased copy of chapter  7,...
Procedure 15 minutes read the text 15 minutes chat session    › Test group discussed the text    › Control group discuss...
   Participants engaged in a chapter    relevant chat study session earned    significantly higher test scores,    › (M =...
252015                 Relevant10               Non-relevant 5 0     Mean   SD
   This provides online instructors with a    great way of communicating in order to:    › Correct any misinformation    ...
   Observations made in this study:    › Openness of students during the chat study      session, who:         Clarified...
 Small amount participants Timeframe of study was short compared  to a semester of an online class Not a real class set...
   To further this research on chat study    sessions conducted in a chat room:    › Scores could be that compared 2 onli...
 Online chat study sessions can further  enhance the learning environment for  students in a virtual classroom. Understa...
Althaus, S. L. (1997). Computer-mediated communication in the    university classroom: An experiment with online discussio...
Chat room study sessions
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Chat room study sessions

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my presentation from a research study I conducted at Metro during my undergraduate psychology program. I found that those who participated in a chatroom study session before an exam did better on that exam then those who participated in a non relavent chat.

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Chat room study sessions

  1. 1.  The online learning environment has made education convenient for many students. Online classes are similar to a traditional lecture classroom (Smith, Smith & Boone, 2000).
  2. 2.  Studies on communication in an online learning environment. › Emails: created a sense of personable-ness (Tu, 2002). › Discussion boards: Online students received better grades and knowledge when participating in discussion (Althaus, 1997).
  3. 3.  Online students use of the chat room have demonstrated more: › Questioning › Replying › Thought provoking comments (Paulus & Phipps, 2008).
  4. 4.  In an online environment, this study attempts to demonstrate: › A chapter relevant chat study session, prior to an exam, can help students obtain better grades on the exam.
  5. 5.  Student success had been established, in a study that used different types of electronic communication (Lavooy & Newlin, 2003). Chat room participation can provide crucial information for the instructors: › Knowing who was engaged and understood the material, ( Lavooy & Newlin, 2003).
  6. 6.  Instant feedback & anonymous atmosphere motivated students to share, (Rutter, 2006). The anonymous factor allowed students who were too shy or embarrassed to participate in discussing the course material in person › Ask questions with less fear and more articulation than in person (Rutter, 2006).
  7. 7.  Students felt comfortable within their online group members in association within a chat room (Janssen, Erkens, Kirschner & Kanselaar, 2009). Chat room activity developed a bond between students that created an atmosphere for better learning in an online environment (Pelowski, Frissell, Cabral & Yu, 2005).
  8. 8.  A study demonstrated a positive correlation between chat room behaviors and student performance. There was also a link between chat room intimacy and learning(Pelowski, Frissell, Cabral & Yu, 2005).
  9. 9.  The online learning environment can be an effective way to learn material with proper communication tools. › This can be as adequate for students as a traditional classroom. Study sessions conducted online could have a positive effect on student’s experiences, learning and grades.
  10. 10.  To further demonstrate the effectiveness of the chat room for online students, this study looks at exam scores. › The outcome of chat room study sessions could improve exam scores.
  11. 11.  Students, who participate in a chapter- relevant, online chat study session, will have better scores on a chapter exam than those who simply read the text and participate in a non-relevant chat.
  12. 12. Participants 14 undergraduate students having an AOL AIM account.Apparatus A 1500 word, paraphrased copy of chapter 7, “Work and Retirement,” › The Journey of Adulthood 6th edition by Barbara Bjorklund and Helen Bee, Pearson Prentice Hall (2008). An online exam from the publishers companion website: › 10 multiple choice questions › 16 matching terms A computer lab
  13. 13. Procedure 15 minutes read the text 15 minutes chat session › Test group discussed the text › Control group discussed movies 25 minutes for exam taken online Scores recorded
  14. 14.  Participants engaged in a chapter relevant chat study session earned significantly higher test scores, › (M = 22.57, SD = 3.55) compared to those engaged in a non chapter relevant chat study session › (M = 16.71, SD = 3.77), t(12) = -2.99, p = .011.
  15. 15. 252015 Relevant10 Non-relevant 5 0 Mean SD
  16. 16.  This provides online instructors with a great way of communicating in order to: › Correct any misinformation › Drive home important points › Answer questions. › Judge who is learning and who is struggling
  17. 17.  Observations made in this study: › Openness of students during the chat study session, who:  Clarified details of what they read  Asked questions  Shared personal experiences  Offered opinions  Demonstrated a speed of understanding and applying the material, all in a safe atmosphere.
  18. 18.  Small amount participants Timeframe of study was short compared to a semester of an online class Not a real class setting › Only one exam › Length of exam › Actual online students The chat room tool used (AIM)
  19. 19.  To further this research on chat study sessions conducted in a chat room: › Scores could be that compared 2 online classes where:  One class had chat study sessions  One class did not have chat study sessions › Overall grades could be compared in 2 similar classes that were:  Online with chat study sessions  Lecture with face-to-face study sessions
  20. 20.  Online chat study sessions can further enhance the learning environment for students in a virtual classroom. Understanding the virtual classroom and what make it successful in today’s technologically advanced societies, is the future in educational research, as the internet and online education has crossed boundaries of cities, states and countries.
  21. 21. Althaus, S. L. (1997). Computer-mediated communication in the university classroom: An experiment with online discussions. Communication Education, 46(3).TU, C. (2002). The measurement of social presence in an online learning environment. International Journal on E-Learning,1(2).Lavooy, M. J. & Newlin, M. H. (2003). Computer mediated communication: Online instruction and interactivity. Journal of Interactive Learning a Research, 14(2).Pelowski, S., Frissell, L., Cabral, K., & Yu, T. (2005). So far but yet so close: student chat room immediacy, learning, and performance in an online course. Journal of Interactive Learning Research, 16(4).Rutter, M. (2006). Tutorial chat: A case study of synchronous communication in a learning environment. ALT-J Research in Learning Technology, 14(2).Wang, A., Newlin, M., & Tucker, T. (2001). A discourse analysis of online classroom chats: Predictors of cyber-student performance. Teaching of Psychology, 28(3).

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