Why observing a dialogue may benefit learning

Abstract

The Vicarious Learner project is investigating the fundamental role of dialogue for learning. More specifically, the project is exploring the benefits to learners of being able to observe others participating in discussion. Such opportunities are becoming fewer with the proliferation of computer‐based courses and distance learning, as well as growing student numbers. This paper presents the theoretical aspects of the work. A high‐level ‘process model’ of learning is presented and then a more detailed model of what happens in educational dialogues. This ‘logic model’ of dialogue breaks discussions into two parts: the introduction of new premises and the derivation of new premises by the application of rules of reasoning in the domain. It is argued that in ordinary conversation the first aspect dominates while in educational dialogues, many misunderstandings arise from the need for more emphasis on explicit demonstration of use of rules.

The university student experience of face-to-face and online discussions: coherence, reflection and meaning

“…Despite superficial differences in terminology, research into online discussions, computermediated conferencing and networked learning often focuses on very similar kinds of learning tasks. The results from such studies reveal a degree of convergence: that good online discussions foster effective collaborative learning (Dewiyanti et al, 2005); that students can learn through reflecting deeply on the online submissions made by others if they understand the purpose of the activity and approach it in useful ways ; that reflection can be part of an active learning structure for online discussions that facilitate the sharing of different viewpoints and ideas to develop understanding (Gilbert & Dabbagh, 2005); and that students do not necessarily have to participate directly in a discussion to benefit from reflecting through listening or reading (McKendree et al, 1998).…”

The Experience of Collaborative Assessment in e-Learning

“…Students say that, even if they are not "participating", they learn a great deal by reading others' comments and responses. The incidence of vicarious learning has been shown to have useful learning potential in computer-mediated communication environments (McKendree et al, 1998). But in a collaborative learning environment, where participation is expected and necessary for the group work to take place, what is the role and limits of vicarious learning?…”

Group Awareness in Computer-Supported Collaborative Learning Environments

“…Result of review showed that 63% of displaying of awareness information is done explicitly (Table 3). Moreover, the concepts of ''vicarious learning" and ''social persuasion" recognize the fact that learners engaged in active dialogues are continuously learning through observation of others and receiving feedback from them (Bandura, 1986;McKendree et al, 1998). So, it can be discussed that an implication of the group awareness is that it might benefit learners from comparison of their level of activities, knowledge, opinions and so on with the other members of the group.…”