Reflection using a virtual chat room

Case study by David Grantham (Coventry University) looking at the combination of problem-based learning with reflective practice, using a chat room as part of an undergraduate module on tort law.

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Aims

As the name ‘chat room’ suggests, this is a virtual discussion taking place in real time. It is a synchronous form of communication between students and the tutor leading the module. The aim is to give students an opportunity to engage in discussion and to reflect on what they have learned outside teaching hours. This is particularly important for part time and distance learners, who do not have opportunities to meet with peers face to face.

Requirements

Chat room sessions are voluntary. Students log in during set times and raise issues they wish to discuss with their peers. The tutor also logs in and contributes by providing prompt questions. Using their existing knowledge students raise topics and have their current understanding challenged by the questions raised by other students.

In the example of ‘chat’ given below the students are concerned with tort law, establishing blame and how the cost of compensation is to be distributed. Annotations have been added in square brackets for the purpose of this example. In reality each line would have a time next to it.

The dialogue reported below lasted around 25 minutes. Spelling mistakes and abbreviations have been corrected to allow easier reading.

Reflections and observations

This synchronised system enables reticent students to clarify and explore their understanding of a topic outside the confines of the face to face teaching situation. Software such as Blackboard enables students to log in anonymously. Their identity safe, students are less likely to be concerned about disclosing uncertainty. Cultural differences also affect the extent to which students are willing to engage in open discussion and reflection. This virtual method may help them to engage in questioning and reflecting on their learning. Students who dislike conventional group work may particularly gain from this approach, since it is possible to log in anonymously

Start

Student 1: Hi Thomas? Have you got anything interesting to talk about to do with tort? I haven’t and something useful to talk about may be helpful in a chat room.

Tutor: Why don’t you ask me why personal responsibility, as an aim of tort, works less and less well?

Student does so.

Tutor: You drive your Lambhorgini at 130mph, lose control and hit an empty bus shelter. Who pays? (In this way the tutor offers a problem question and prompt to engage the student in discussion)

Student 1: Don’t know? The taxpayer?

Tutor: Could be but what do you need to have to lawfully drive your car, apart from a driving licence and MOT (if applicable)?

Student 1: Insurance? Therefore the insurance company pays?

Tutor: OK, now we are motoring so to speak, so who pays the insurance company?

Student 1: I do because I’ve paid my insurance but also anyone else in that company. Is that why premiums are going up? (The student is beginning to understand the concepts.)

New student logs in.

Tutor: You mean all of us premium payers I think! So what happens to the personal responsibility of the defendant?

Student 1: It is getting less and less!!!

Student 2: Why is personal responsibility decreasing?

Tutor: Well done. Now another point – what are you going to do or say next time you are a passenger in a car driven at over 100mph?

Tutor [acknowledges new student]: Can you see the flow of conversation? If so can you add something to it? Please do so and join in if you can.

Student 1: Slow down because it’s everyone else who pays and not them! I wouldn’t be in a car driving at 100mph anyway.

Student 2: But you can sue the driver if there is an accident – assuming you survive!

Tutor: You could be in the future.

Student 2: Yes of course you can sue the driver if it was his fault!

Tutor: If the driver has insurance then his or her insurance company will pay.

Student 2: Wouldn’t the insurance company refuse to pay on the grounds that he was breaking the law?

Tutor [directing comments at all those who are logged on]: Anyone out there know what happens if the driver is not insured?

Student 2: Big trouble. I get to arrest him in my capacity as a special constable.

Student 1: he will go to court and have his licence revoked won’t he (here the student calls on her experience and knowledge in trying to solve the problem) and pay a large fine? Couldn’t you sue in the tort of negligence? For driving without due care and attention?.

Tutor: Breaking the criminal law in an accident is no grounds for an insurer to refuse to pay out. I think we probably all realise that the driver may be in trouble with the criminal law but what about compensation for the victim?

Student 1: Could you sue for negligence?

Tutor: Yes, but who pays?

Student 1: He does?

Student 2: He does.

Tutor: What if he is broke?

Student 1: He pays it in instalments?

Tutor: He is out of work!

Student 2: Send the bailiffs round.

Student 1: Even 50p a week if necessary?

Tutor: Have you heard of the MIB? What do you think it is?

Student 1: Men in Black? Bureau?

Student 2: Can you make them pay when they are employed?

Tutor: Good try. It’s the Motor Insurers Bureau. How do you suppose that might help our victim?

Student 2: They pay on behalf?

Tutor: Of?

Student 2: The defendant.

Tutor: Yes, they will step in and pay out as if the driver were insured. What does this do to personal responsibility?

Student 1: Is that a government fund set up to help people who cannot receive compensation from who ever they are trying to claim from? Then the driver loses responsibility again.

Student 2: He doesn’t have any responsibility.

Tutor: Government sponsored but financed out of levies on all insurance companies.

Student 2: Seems unfair.

Student 1: Life’s unfair!

Student 2: But at least the criminal law can help in some ways if there is a conviction.

Tutor: The criminal law will punish the driver and, hopefully, deter others. Tort law finds the defendant liable in neglect and we all pay more for our insurance.

Student 1: See life is unfair isn’t it!

Student 2: It sure is.

Tutor: But to whom? The victim, the driver, all of us? How?
(Tutor tries to steer the students towards understanding the issues for themselves and to draw on their knowledge.)

Student 1: All of us ‘cause we pay when we haven’t done anything!

Student 2: Everyone except the defendant.

Tutor: But the defendant will probably go to prison. What is insurance for?

Student 2: To pay damages in case of an accident is one reason?

Student 1: To compensate. I think this is very successful David
[tutor] but you need to encourage more students to come online!

Student 2: Thank you for your time this has been useful but we definitely need more students.

Tutor: Thanks both. You are right. Please encourage them.

Student 2: I will.

Student 1: I will! Thank you. See you Tuesday in the seminar!

Last Modified: 4 June 2010