Bimodal text and speech conversation during on-line lectures
Russell Schick, University of Toronto, Canada ; Dominique Scheffel-Dunand, York University, Canada ; Ron Baecker, University of Toronto, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In evaluating the impact of audio communication on student engagement and learning during online lectures, we observed a phenomenon we call bimodal conversation. While watching lectures, students were given both an audio and a text channel to communicate within their study groups, and it was found that students could engage in coherent conversations using both modes simultaneously. We present an analysis of bimodal conversations from the point of view of conversation analysis, which examines the allocation of conversational turns, and discourse analysis, which examines the context and interpretation of each utterance. Mode selection and mode switching are seen to impact conversations at both these levels, yet students are able to intuitively negotiate both modes simultaneously with few problems. The combination of audio and text modes in the context of online lectures proves to have advantages over either mode taken independently, as students can use the text channel to avoid interference with the lecture audio, but also reap the benefits of real-time audio communication.
Schick, R., Scheffel-Dunand, D. & Baecker, R. (2005). Bimodal text and speech conversation during on-line lectures. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 822-829). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)