Interaction in synchronous chat tutorials to facilitate learning in introductory statistics

Paper

McDonald, Christine, Loch, Birgit and Lloyd, Margaret. 2010. "Interaction in synchronous chat tutorials to facilitate learning in introductory statistics." Reading, Chris (ed.) ICOTS8: Data and Context in Statistics Education: Towards an Evidence-Based Society. Ljubljana, Slovenia 11 - 16 Jul 2010 Voorburg, The Netherlands.
Paper/Presentation Title

Interaction in synchronous chat tutorials to facilitate learning in introductory statistics

Presentation TypePaper
AuthorsMcDonald, Christine (Author), Loch, Birgit (Author) and Lloyd, Margaret (Author)
EditorsReading, Chris
Journal or Proceedings TitleProceedings of the 8th International Conference on Teaching Statistics (ICOTS-8): Data and Context in Statistics Education: Towards an Evidence-Based Society (ICOTS8)
ERA Conference ID51133
Number of Pages4
Year2010
Place of PublicationVoorburg, The Netherlands
ISBN9789077713549
Web Address (URL) of Paperhttp://icots.net/8/cd/pdfs/contributed/ICOTS8_C179_MCDONALD.pdf
Conference/EventICOTS8: Data and Context in Statistics Education: Towards an Evidence-Based Society
International Conference on Teaching Statistics
Event Details
ICOTS8: Data and Context in Statistics Education: Towards an Evidence-Based Society
Event Date
11 to end of 16 Jul 2010
Event Location
Ljubljana, Slovenia
Event Details
International Conference on Teaching Statistics
ICOTS
Abstract

This paper investigates interaction in synchronous chat tutorials trialed in an introductory statistics course offered in distance education mode. The Community of Inquiry (CoI) framework of Garrison, Anderson and Archer, while primarily developed to inform online asynchronous
discussion groups in non-mathematical contexts, is used to describe the interactions in these online tutorials. Transcript analysis was performed on three chat logs of weekly online sessions and the three presences of the CoI framework - social, cognitive and teaching presence - were identified.
The changing dynamic amongst these presences across the semester was explored. Preliminary results indicate that the balance of the presences changes over time and, while it is suggested that this may be associated with the difficulty of the content, further investigation is needed.

Keywordssynchronous chat; online education; community of inquiry; tutorials
ANZSRC Field of Research 2020490599. Statistics not elsewhere classified
390303. Higher education
390109. Mathematics and numeracy curriculum and pedagogy
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Byline AffiliationsDepartment of Mathematics and Computing
Swinburne University of Technology
Queensland University of Technology
Institution of OriginUniversity of Southern Queensland
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