Forms of Synchronous Dialogue Resulting from Web-based Professional Development
Paul G. Shotsberger, University of North Carolina at Wilmington, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper provides a consideration of ways in which synchronous dialogue can contribute to a program of Web-based professional development. Online chat transcripts were analyzed using a framework for classifying forms of dialogue in a telecommunications environment. Synchronous dialogue behaviors emerging from the analysis were classified into four over-arching categories: Instruction, Inquiry, Conversation and Debate. Portions of transcripts provide a notion of the context in which these behaviors arise. Synchronous dialogue is contrasted with asynchronous communications typically found in online learning environments. Unique aspects of synchronous dialogue center on the dynamic nature of the interaction, which can result in simultaneous strands of dialogue as well as the presence of debate in interchanges.
Shotsberger, P.G. (1999). Forms of Synchronous Dialogue Resulting from Web-based Professional Development. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1777-1782). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Paul Shotsberger, Univ. of North Carolina at Wilmington, United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2435–2438
Eileen Webb, Alan Jones & Philip Barker, School of Computing, University of Teesside, United Kingdom; Paul van Schaik, School of Social Sciences and Law, University of Teesside, United Kingdom
EdMedia + Innovate Learning 2004 (2004) pp. 2790–2796
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