Distance Education in Transition - Master of Distance Education ...

Moderating a Virtual Seminar
observations focussed on the differences between real and virtual seminars and on the
problem of whether the virtual seminar can be substitute for a real seminar.
Differences Between Real and Virtual Seminars
The students of section A (n = 31) and section B (n = 32) of the virtual seminars, which
took place in October 2000, discussed the advantages and deficits of both formats and
displayed their judgements, comments and observations. All students referred to in this
chapter were participants of this seminar. The intensive discussion period lasted from
17 th to 26 th October. The following are some of the results:
Advantages
Seven students referred to the quality of their learning. Some students appreciated that
they have time for reading and writing, for thinking and editing, for reflecting on their
thoughts before they write them down. Brenda Lee James-White, for instance said: "I
take time before I utter a word and for some that is a blessing.” The same student felt
the peculiar "joy of formulating well thought out questions". Others enjoyed taking time
to complete their thought processes. Gary B. Double believed that this way of learning
"forces the learner to think and rethink and to internalize the concepts". Some liked the
fact that they were able to think about the contributions of other participants, which
assumed more importance for them in this way. And Gerald Thompson thought, "The
depth of thought is much greater, but fragmented".
Four students were impressed by some of the new possibilities for communication and
interaction: the combination of a-synchronous dialogue with synchronous group chats,
the participation in multiple conversations, and the written record of the dialogues,
which is so invaluable for organizing and reorganizing the contents, for finding quotations
and establishing cross references, intensified study and for research. The value of
communication was generally recognized. Caroline Mullenholz observed: "When a student
submits his/her comments to the discussion, it is as if he/she has visited the instructor in
their office and is having a conservation between the two of them." Small wonder that
another student went even so far as to believe that the electronic interaction could
adequately substitute face-to-face interactions of real seminars.
Three students experienced and liked the relaxed atmosphere in the virtual seminar as
compared to the often rather strained learning climate in real seminars, where they are
under the supervision and control of a teacher and have to withstand group pressure.
They did not feel intimidated and were not inhibited to put or answer questions.
Two students enjoyed the absence of disturbing factors and argued that it was possible
to develop your thoughts without being interrupted. Two students liked the fact that
there is no waiting list for students who want to contribute to the discussion: all students
could talk at the same time. One student praised the possibility of jointly creating and
editing documents and sharing assignments.
111