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Juggling Channels and Turn-Taking in a Dual Channel Synchronous Class: A Conversation Analysis Approach
Abstract
As synchronous distance education classes increase in number, the need for understanding how turn-taking occurs in this environment can help professors learn how to set up communication interaction rules to improve the class facilitation and reduce extraneous cognitive load. This chapter examines how turn-taking occurs in the online synchronous course and ways that professors may create proficient turn-taking procedures. The traditional turn-taking rules identified by Sacks, Schegloff, and Jefferson (1974) were still applicable to the audio portion of the class. However, these rules did not apply to the text-based chat portion of the class. An examination of the use of conversation analysis when applied to the multi-modal online environment found that conversational analysis techniques were applicable only when both the text-based chat and the audio portion were examined together; when the two modes of discourse were decoupled, conversation analysis was ineffective.
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