How "Slack" Facilitates Communication and Collaboration in Seminars and Project-Based Courses

Autor/in	Müller, Stefan
Titel	How "Slack" Facilitates Communication and Collaboration in Seminars and Project-Based Courses
Quelle	In: Journal of Educational Technology Systems, 51 (2023) 3, S.303-316 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Müller, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395231151910
Schlagwörter	Computer Mediated Communication; Computer Software; Peer Relationship; Cooperative Learning; Seminars; Active Learning; Student Projects; Graduate Students; Foreign Countries; COVID-19; Pandemics; Distance Education; Electronic Learning; Teacher Student Relationship; Statistics Education; Ireland + Suchen Sie Ihr Suchwort? Computerkonferenz; Peer-Beziehungen; Kooperatives Lernen; Seminar; Aktives Lernen; Schulprojekt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Irland
Abstract	Lectures and seminars increasingly strive for continuous interactions between learners and the instructor. I study whether the communication program Slack contributes to these goals by analyzing daily activity statistics in methodological and project-based postgraduate courses at an Irish university. Both semester-long courses were taught online during the coronavirus pandemic (COVID-19) and in person. The quantitative analysis reveals three insights. First, students are active on Slack throughout the term. Second, students post messages in public channels and extensively use private channels and direct messages. Third, many students follow the conversations, ensuring transparent and fair communication between students and instructors. Open-ended responses suggest that Slack created "team spirit." I conclude with five recommendations: students should sign up in the first week of term; create channels for different aspects of the module; explain when students can expect a response; encourage private conversations between students; and monitor activities regularly. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01