Thảo luận trực tuyến đồng bộ bằng âm thanh như không gian rèn luyện tư duy phản biện và giao tiếp nói trong giáo dục đại học
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Tóm tắt
This qualitative exploratory study examines how audio-synchronous online discussions can function as spaces for critical thinking and oral communication practice among university students. Although prior research has examined synchronous online learning, medium characteristics, participation, and collaboration, less attention has been paid to the interactional quality of voice-based online discussion. The study involved 20 students and three facilitators across seven audio-synchronous discussion sessions. Data included seven discussion transcripts, 65 student reflections, interviews with 15 of the 20 student participants, three facilitator interviews, and facilitator observation notes. The analysis combined thematic analysis with qualitative content analysis. Findings show that audio discussion created a reduced-visual but voice-based dialogic space: students valued lower visual exposure but also experienced turn-taking ambiguity, hesitation, voice exposure, and missing visual cues. Critical thinking appeared through questioning, justification, clarification, challenge, reconsideration, and synthesis, while oral communication was best understood as fluency-in-interaction. The study argues that audio-synchronous discussion can support critical and oral communication practice when designed as structured dialogic activity with explicit facilitation, balanced participation norms, and meaningful peer response.
Keywords: audio-synchronous discussion; critical thinking; oral communication; online learning; higher education; dialogic pedagogy