Achieving online dialogic learning using breakout rooms.

Douglas, Shonagh

Abstract

Breakout rooms are an increasingly used tool in online teaching. This study uses Laurillard's (2013) Conversational Framework to evaluate the effectiveness of breakout rooms in achieving learning through peer-to-peer dialogue in large-scale teaching. Data were collected through online surveys, comprising Likert ratings and open questions. Surveys were issued to undergraduate students (n = 115) and tutors (n = 9) at Aberdeen Business School (Robert Gordon University), asking them to reflect on Year 1 studies in the 2020–2021 academic year. Key findings indicate that breakout rooms can be successful in achieving effective learning through peer-to-peer dialogue. However, this is highly dependent on student participation, which was variable. In order to facilitate effective breakout rooms, tutors need to ensure they set a clear task - with evidence suggesting a perception gap between tutors and students on how effectively this was done - and regularly visit breakout rooms to encourage participation and provide support.

Citation

DOUGLAS, S. 2023. Achieving online dialogic learning using breakout rooms. Research in learning technology [online], 31, article number 2882. Available from: https://doi.org/10.25304/rlt.v31.2882

• Journal Article Type: Article
• Acceptance Date: Dec 21, 2022
• Online Publication Date: Feb 24, 2023
• Publication Date: Dec 31, 2023
• Deposit Date: Mar 7, 2023
• Publicly Available Date: Mar 7, 2023
• Journal: Research in learning technology
• Print ISSN: 2156-7069
• Electronic ISSN: 2156-7077
• Publisher: Taylor & Francis Open Access
• Peer Reviewed: Peer Reviewed
• Volume: 31
• Article Number: 2882
• DOI: https://doi.org/10.25304/rlt.v31.2882
• Keywords: Virtual meetings; Virtual seminars; Break-out rooms; Undergraduate students; Online learning; Higher education; Dialogic learning; Conversational framework; Online; Learning
• Public URL: https://rgu-repository.worktribe.com/output/1898728