Electronic Communication (cont'd from page 1)

In the instructional program we developed at the Annapolis Valley Work Centre, electronic discussion groups (EDGs) were used to create an electronic context for instruction. The 22 participants who took part in this program ranged in ages from 18-48 years and were experiencing difficulty finding and/or maintaining employment, due to academic, emotional, or behavioural obstacles. Participants were enrolled in various programs offered at the Work Centre to develop skills that may lead to increased access to educational, vocational, and employment opportunities within the community.

Prior to receiving instruction regarding how to engage in effective writing in EDGs, participants received basic computer instruction using IBM ThinkPads, which would be used throughout the program. The instructional phase involved eleven 40-minute sessions based on a reciprocal model of instruction. The goal of the instruction was to teach three writing strategies for making entries into electronic discussions: Explaining/ Expressing a Viewpoint, Asking Pertinent Questions, and Writing Effective Responses. Reciprocal teaching involves providing instruction over several sessions beginning with the instructor modelling strategic approaches to the tasks. Gradually the instructor shifts more of the responsibility to the learners for using the strategies. This allows learners to ask questions, clarify the approach, and receive feedback before being required to complete the task independently.

Participants were introduced to the overall purpose of the program through explicit comments.
“Have you ever heard of email and chat groups? Both of these involve putting your ideas into writing. In the work that we are going to do together the goal is to help you learn strategies that will help you in writing messages using the computer. In many workplaces employees might be asked to write to one another about something that may be happening in the workplace. In our work you will be given a pretend case that will be the focus.”
This introduction helped the participants to see the broader picture of why the strategies were important.

During the first session for each strategy, the instructor provided an overview of the strategy, a rationale for learning the strategy, and a thorough modeling of the strategy. In the introduction to Explaining/ Expressing a Viewpoint the participants were told that, “Being able to express your ideas and viewpoints to others is important to effective writing because then others will be able to understand what you think and why you think it.” After the strategy was introduced there was an in-depth discussion led by the instructor. The instructor read a case study aloud while the participants followed along on their laptop screens. Questions were posed at the end of the case study to create a stimulus for the writing.

In modelling the strategy of Explaining/ Expressing a Viewpoint a number of key procedures were identified including:

• Think about the questions asked at the end of the case study.
• Ask yourself, “What do I think?”
• Look back over the case and think about your ideas.
• Ask yourself, “What reasons/ evidence do I have to support my ideas?” As the instructor talked through the steps, a worksheet was completed based on the open dialogue with the participants. Once the worksheet was completed, an entry was made into the EDG. While this was being done, the instructor stressed the need to ask questions like:
• Do I need to go back over the case to clarify or reread anything?
• Will others understand what I am saying?

The second session consisted of a review of the strategy before the participants were asked to work through a case study using the strategy with the guidance and support of the instructor. The third session included the participants using the strategy independently. The participants were able to ask the instructor for assistance. The three sessions provided participants with the ability to gradually gain independence.

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