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intermediate 10mins


Small forms of communication beyond the classroom can make a big impact on our students. Messaging tools such as instant messaging, text messaging, and video chat have the potential to extend beyond the limitations of traditional lectures by providing increased individualised instruction, personal interaction, enthusiasm, and participation (Buckley et al., 2004; Charron and Raschke, 2014; Kim, 2008). Sixty percent of students own three or more technology devices and expect anytime, anywhere access to academic resources and instructors (Dahlstrom et al., 2013). As educators, we can reach students with more immediacy where appropriate, producing shorter, more spontaneous synchronous interaction. Instant messaging for example, offers immediate, two ­way interaction allowing students to get quick responses to pressing issues or questions from peer­-to-­peer and peer-to-­instructor interactions.

This micro-course focuses on messaging tools and explores how they can be used to facilitate instructor to student interactions. These tools, when used effectively, can increase connectedness, improve communication skills and complement other Technology Enhanced Learning environments and tools to enhance the student experience and student learning.


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Buckley, G.L., Bain, N.R., Luginbuhl, A.M., & Dyer, M.L. (2004). Adding an ‘active learning component to a large lecture course. Journal of Geography, 103(6), 231–237. doi: 10.1080/00221340408978607

Charron, K/, & Raschke, R. (2013). Student perceptions and experiences using Jing and Skype in an accounting information systems class. Journal of Education for Business, 89(1), 16.doi:10.1080/08832323.2012.733740

Kim, C. (2008). Using email to enable e3 (effective, efficient, and engaging) learning. Distance Education,29(2), 187­198. doi: 10.1080/01587910802154988

Dahlstrom, E., Walker, J. D., & Dziuban, C. (2013). The ECAR study of undergraduate students and information technology, 2013. EDUCAUSE Center for Applied Research.[/vc_column_text][/vc_column][/vc_row]

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Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. This project is funded by the National Forum (


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