Hybrid Dialog: Dialogic Learning in Large Lecture Classes

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Author(s): Tobias Zimmermann (University of Zurich, Switzerland), Karen-Lynn Bucher (University of Zurich, Switzerland)and Daniel Hurtado (University of Zurich, Switzerland)
Copyright: 2010
Pages: 18
Source title: Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications
Source Author(s)/Editor(s): Yefim Kats (Rivier College, USA)
DOI: 10.4018/978-1-61520-853-1.ch017

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement.

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