Chat Strategies

Taming the Chat Beast
Synchronous Discussion in On-line Courses

I have always hated Internet chat rooms. I have always studiously avoided them. To me, they are chaotic, confusing, and frustrating. I have also accepted that I am probably in the minority (albeit a large minority). I suspect that most students that participate in on-line courses have experience with chat and are quite comfortable with the fragmented and seemingly incoherent conversations that are the hallmark of informal chat rooms — but I haven't.

As I began developing my courses for on-line delivery I dreaded the possibility that I might have to include synchronous communication. However, I eventually realized that the subject matter could not be adequately addressed through asynchronous discussion and e-mail alone. To make it manageable (and for me, bearable) I devised a protocol for "classroom chatiquette."

Classroom Etiquette, in either a graduate seminar or an undergraduate class, directs the progression of discourse. In the classroom there are nonverbal cues that guide and punctuate such things as gaining and relinquishing the floor, amplification of statements, subject digressions, and topic changes. No matter how informal the discussion, the class members acknowledge the instructor as the moderator of the discussion. They rely on the instructor to provide structure and to manage the discussion.

The socialized conventions that structure and organize face-to-face conversation are lacking in synchronous communication. Particularly the conventions that signal having the floor and changing topics. Without the nonverbal cues that indicate a request for the floor (a raised hand, a cleared throat) synchronous discussions can become disjointed and lack coherence. In an informal chat this dynamic may be irritating. In a learning context in which the exchange of complicated or sophisticated concepts and principles is being attempted a lack of coherence and "flow" can quickly degrade into worthless (from a learning standpoint) chatter.

Virtual Class Chatiquette is simply a way of fostering the courtesy and respect that is expected in a group conversation. The purpose is not to stultify the conversation; rather it is to facilitate clear and unambiguous communication in the learning environment. It is a way to make the usual non-verbal cues apparent to all participants.

I have found that the principles of virtual class chatiquette have greatly enhanced the use of synchronous communication in my courses. After an initial awkwardness the "conversation" in a virtual classroom can be effective and productive. So much so that I have incorporated on-line office hours into my courses and have included guest lecturers. The office hours are scheduled sessions (I have found one hour a week to be sufficient) when I am on-line and available to any class member who virtually drops in. Like a real office hour, if no one stops by I am free to work on other projects during that time. Guest lecturers have participated from their homes or offices throughout the world. The class members are afforded the opportunity to interact directly with the scholars whose works they are studying.

Do I still hate chat rooms? Yes! Have I become an avid user of synchronous communication in my on-line courses? Yes! Taming the "Chat Beast" by using classroom chatiquette can add a rich and interesting component to on-line courses and create the immediacy that is often lacking in asynchronous communication. If you are as chat room avoidant as I am it just might help you overcome your fears.

Principles of Virtual Class Chatiquette

1. At the beginning of each on-line "chat" session, the instructor will clear any pre-discussion messages and make an introductory statement. Participants should wait until discussion is invited before interjecting comments.
2. If a participant has a comment or question, he/she should type "!" for a comment or "?" for a question.
3. Do not type all of your comment before entering it. Type comments one sentence or clause at a time and then press enter, so that the group does not have to look at white space while typing occurs. This allows the idea to unfold before the group.
4. When the complete idea is entered, three forward slash marks (///) will indicate to the group that the next participant may begin, e.g., ". . .therefore, we must conclude that Freud was hopelessly insane.///"
5. Those wishing to comment may ask for the floor by typing "?", or "!" at any time. The first person to enter a "?" or "!" will have the floor to make his/her contribution. In this way the instructor will not have to "call on" the next participant. Everyone will be responsible for maintaining the flow of conversation. [Alternatively, the principle may be: Those wishing to comment may request the floor by typing "?", or "!" at any time. The instructor will then call on the first person who entered a request.]
6. If a participant wishes to change the topic of conversation, this is signaled by typing "new ?" or "new !". If no one objects by typing "!" or "?" and proceeding with the present topic (in other words if there is "silence"), then the participant may proceed with the new topic.
7. The fact that the discussion is not taking place in each other's presence does not excuse rude behavior. There will be no "flaming", i.e., personal attacks or crude language in class discussion. Separate, private chats during the discussion are the equivalent of "passing notes", and are also unacceptable. Participants are encouraged to challenge other participants' comments in a manner that enhances critical thinking and analysis of the course material.
8. On-line chats conducted independently by class members are not subject to these guidelines. However, participants are encouraged to be polite and respectful in all milieus connected with this course.

Thanks to Professor Craig Smith, Department of Family and Consumer Sciences, College of Human Resources and Family Sciences.

 

Practice Problems

back to Chat Strategies