| Chapter 1: | Chatrooms and Learning Behaviors |
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Because of the complex interaction between design and pedagogical choices in online learning, research findings about the success of these environments have been, at best, mixed (Lou, Abrami, & d’Apollonia, 2001; M. Allen et al., 2004; Bernard et al., 2004). As a result of this “methodological morass,” researchers have begun to call for a more systematic analysis of these variables and their interactions with one another (Bernard, Abrami, Lou, & Borokhovski, 2004). Just as the inappropriate use of educational technology in the classroom led some to call for a moratorium on spending until these types of issues are better understood (e.g., Cuban, 2001), we need to cautiously approach the use of online learning environments while we sort out the influence of these many new variables.
My research is an attempt to examine a small subset of these variables. Specifically, I explore how the choice of synchronous, text-based chat versus face-to-face interaction influences certain learning behaviors of college students in educational discussions. Through examining two learning domains, I show how changing conversational media influences—or does not influence—the resulting discussion among students who already knew one another from face-to-face interaction.
1.2 Research Questions
In this research, I explore one small aspect of the large constellation of variables affecting educational discussions.