Education of the republic of uzbekistan samarkand state institute

CONCLUSION
There are two primary categories of electronical conversational devices: nonconcurrent (email, mailing records, and strung conversations) and simultaneous (talk). Students converse virtually simultaneously over the Internet and over the phone in a simultaneous conversation; Asynchronous discussions resemble correspondence more, albeit potentially at a much faster rate. The majority of the time, classes without face-to-face gatherings offer the best opportunity for coordinated online conversations that evaluated the lively and fortunate characteristics of small gatherings. A valuable supplement to the normal conversations that happen in classes that generally meet up is the utilization of nonconcurrent electronic gatherings. A class can in like manner, clearly, get the potential gains of both by using a nonconcurrent discussion conversation all through the term with irregular talk gatherings for one of a kind guests or events.
The simplest, yet still extremely useful, method for communicating with your students is to use the campus email system. For tremendous talk courses or classes that require ceaseless out-of-class correspondence this method alone can save noteworthy proportions of time. Email records, also known as a listserve or a collection of email addresses under a single pseudonym like "english101" or "us-overview," can be especially useful for large classes. Individuals from the class may likewise have the option to speak with each other through records. Stringed discussion forums, such as Usenet and other online gatherings, are somewhat more complicated and costly. These gatherings keep a very long record of each person's commitment so that subsequent members can look over the discussion's entirety and add their own commitment. For chat sessions, the most preparation, specialized software, and extensive instruction on chat room etiquette are required.
Before using electronic discussion tools in your classroom, consider the following steps:
Determine whether electronic discussions assist you in achieving your educational goals. These tools should only be used for educational purposes because they will require a lot of time from both students and teachers. The majority of teachers use electronic discussions to encourage students to evaluate the reading ahead of time, respond to comprehension and factual questions as they arise, and maintain some thought continuity between each week's topic.
Examine the resources and methods on your school. Email is the only method that has nearly universal support on campuses in the United States. Your school's determination of extra specialized devices will altogether affect your ability to execute extra electronic conversation designs.
Create a one-of-a-kind and significant online discussion. Provide information that cannot be found anywhere else, or at least not as conveniently, during these sessions. A portion of the interchanges that occur during available time can be enhanced or even supplanted by online conversations. They can let a student who has talked to you in your office continue the conversation with any additional questions or ideas that come up; Additionally, if a student is unable to attend your office hours or was discouraged by a long line, they can allow them to communicate with you through other means.
Take into consideration specific purposes that would benefit greatly from electronic communication. An online survey meeting, for example, could be made preceding a test. By posting an answer online, you can answer students' questions electronically and make it available to all of your class's students. At any point in a course, similar focused discussions can be organized.
Take into account the time and responsibilities of understudies when making requests for online conversations. Reduce the number of requests in other parts of the course to make up for any support that is required. Otherwise, students are likely to be reluctant or resentful of the new tasks.
To avoid your online discussions succumbing to the "empty restaurant syndrome" or becoming the preserve of a small group of computer enthusiasts, participation should be required or rewarded. The atmosphere of failure that surrounds any location or undertaking that receives few visitors is known as the empty restaurant syndrome. Indeed, even a large number of your most tenacious understudies will decline support on the off chance that the educator doesn't give clear guidelines with respect to the meaning of this movement. The practice of assigning one or two students to post a discussion question at the beginning of each week and another individual or group to write a response or follow-up message at the conclusion of each week is one particularly effective strategy. Online events like student presentations, debates, interactions with outside experts, and other classes should be on your schedule.
Assess your understudies' techniques and capacities. Determine whether a straightforward email address list can satisfy your requirements. Because many students already use email for personal correspondence, messages about your course that are sent via email are likely to be read. Anything system you use, you can conclusively diminish student disorder (and dreary requesting for help) by scattering a point by point freebee depicting how students can perform such fundamental tasks as sending letters to your gathering list, showing up at your course site, or using a conferencing structure.