Implicit and explicit dialogue structuring in virtual learning groups

The promotion of virtual learning groups by instructional means is gaining importance with the spread of telematic learning. In virtual learning groups, students discuss certain learning materials or cooperate in problem solving by means of computer-mediated communication. Due to the specific features of electronic communication, supportive means appear to be necessary for such learning situations.

The investigation focuses on testing two different forms of dialogue structuring in virtual learning groups, in which students discuss a given subject matter together and clarify problems in understanding by means of synchronous computer-mediated communication.

Forty-five students from various disciplines at the University of Tübingen, except students of physics, participated in the investigation.

An experiment was conducted involving three-person groups in a telematic setting with two different kinds of dialogue structuring: implicit structuring induced group discussion on the subject matter by working on key questions in a preceding learning phase, whilst explicit structuring provided additional rules for discussion. These rules prompted group members to argue and aimed at directing them to equal participation.

Compared to a control group, both implicit and explicit structuring showed greater orientation on the subject matter and showed less off-task talk. Moreover, explicit structuring led to more coherence in subject matter discussion with regard to the completion of topics. However, post-test performance showed no significant difference in knowledge over that of the control group.

The results of the investigation show that dialogue structuring can be an adequate pedagogical approach for virtual learning groups.