T.H.E. Journal recently posted an interesting article by Dr. Ruth Reynard that discusses the benefits of using chat software (text or media-based) in the classroom. Reynard suggests that chat provides an excellent tool in supporting academic dialog, critical thinking and knowledge building because it offers an immediacy that gives students a direct connection to the instructor as well as other students.

In the article, Reynard presents the main concepts for the instructional use of chat software:
• Chat is conversation software and therefore lends itself well to the support of academic exchange;
• Chat is a real-time connection, therefore takes the learning experience outside the classroom but retains the real time connection and, thus, the interactive dynamics of real-time exchange;
• Chat is collaborative and not directive in essence so should be used to promote collaboration and idea sharing;
• Chat is an Internet tool, therefore provides flexibility in scheduling working sessions to suit students’ life challenges and provides direct access, which means students can schedule their own sessions online together without the instructor’s involvement.

She suggests that the best instructional design for digital learners is multidimensional with diverse inputs and diverse outputs. Reynard writes, “any digital tool must be designed into an entire course and supported well with learning resources and strategies.” Essentially, using chat software as part of an overall instructional design is effective if the learning outcome is academic exchange through critical thinking.

Reynard’s article offers important considerations about the implementation of chat software in an academic setting and presents a compelling picture of how the employment of converged mobile devices like the iPhone might help instructors facilitate the multidimensional digital learning experience that Reynard identifies as crucial to effective instructional design.