Rara Kirana Gelista and Siti Sifaun Nadhiroh

According to Mark Nochols…

“Asynchronous (different time) or synchronous (same time)
dialogue and conversation that is mediated through online
(internet) tools.”

Instructors who want to engage distance learners or interact with their on-
campus learners in new ways can now choose from a variety of proven online
applications.
Analysis of Student–Instructor Interaction Patterns in
Real-Time, Scientific Online Discourse
Article by Erik M. Epp , Kellie F. Green, Aliya M. Rahman,
Gabriela C. Weaver
First Online: 11 June 2009
http://link.springer.com/article/10.1007/s10956-009-9177-z
 Scientific discourse among students and
instructors in an online text-only synchronous
environment was analyzed.

Giving a real- Analyzing

Look at the
time online the students
pattern
course to the participation
students
Medium Text-only

Because of the bandwidth limitations and

compatibility issues, since images, sound, and video
cannot be transferred as quickly to students.
Findings:
Analysis of the data allows the writers to present a
new interaction pattern for student-instructor
communication found in the synchronous, text-only,
online environment.

Physical classroom
I = initiation by the instructor
R = a response by the
students
E = an evaluation
F = follow-up by the instructor
(IRE/IRF pattern)
Online discourse
The pattern begins with an
instructor question about content,
then a student response, followed
by a verification question by the
instructor, and a student
confirmation, denial or
elaboration, in response to the
verification question.
This pattern of interaction, which
we named the IRVC (Initiation,
Response, Verification,
Confirmation) pattern.
The important difference between the IRVC pattern
and the IRE/IRF pattern is the last two steps of the
IRVC pattern: instructor verification and student
confirmation. In using this approach, the instructor is
able to get feedback on a student’s understanding
to compensate for the information that might be
conveyed nonverbally in a classroom setting.
Rethinking online discourse: Improving learning
through discussions in the online classroom
Article by Cass M. Johnson
First Online: 08 April 2015
http://link.springer.com/article/10.1007/s10639-015-9395-3
 Observing student-
Examined discourse
Measure student to-student and
in an online
participation student-to-instructor
classroom
exchanges
 Data was collected

to determine whether participants

To assess development of were interpreting previous posts
classroom dialogue through and contributing to the
group collaboration development of the discussion
topic
This study shows that students within the online classroom
were able to construct deeper meanings in classroom
dialogues through thoughtful and personal contributions.
 synthesis

application
analysis of learned
knowledge

Online learning
has been
shown to
stimulate
critical thinking
in students
Jane: Pollack’s claim of
boys being seen as
feminine was also
evident in The Stolen
Party. This happen when
the young boy was
frightened by the
money. The magician
whispered to him, “You
mustn’t be so unmanly,
my friend.” He also
called him a “sissy”.
Jane: It bothers me that
Kendra: Hello. People
we cuddle girls when
judge others know or
they are scared, and
know another. So
make fun of boys when
judging by the first thing
the tables are turned. I
they see. Do not take
try to treat my niece and
the time to investigate or
nephew equally. It’s too
simply see it happen the
bad others are stuck in
next time.
the “dark ages”.

Wendy: Hello. Nice posting. Like you I

enjoyed reading The Stole Party, Kendra: It’s just like
Rosaura did not let others ruin her saying; Don’t always
happiness about being invited to the judge a book by it’s
party. I wasnt to thrilled with the other cover unless you have
story, it seems to be a Poor Old Me kind read it.
of story.
Thank You