This qualitative study describes and interprets the interactions of participants in a
community college writing class delivered by computer-mediated communication
(CMC). The class represented a best practice model of learner-centered instruction in a
CMC class. The description and the discussion are framed by five aspects of CMC
instruction: (1) context; (2) technology; (3) communication; (4) learning; and (5)
community.
Offered via a computer bulletin board system (BBS), the class was an ongoing
asynchronous electronic meeting. The participants actively accessed the class to interact
and collaborate at all hours of the day and night and on almost every day of the term. The
relational communication style adopted by the students reflected the formality,
immediacy, and social presence of the instructor. Expressing the tone of friendly letters,
most of the messages combined salutations, personal or social content, task-oriented
content, closing comments and signatures.
The mix of assignments and activities required students to act and interact
individually, collaboratively and cooperatively. The students accepted the responsibility
for interaction and initiated a majority of the messages. The instructor's communications
were predominately responsive, facilitative, and coaching type messages. Assignments
and activities that required interaction and information sharing stimulated the
development of a sense of community for participants.
The qualitative analysis and interpretation of the data generated two hypotheses:
Hypothesis One
Four elements of CMC instruction have critical impact on student participation,
satisfaction, learning, and achievement: (1) the functionality and operational transparency
of the technology; (2) the course design; (3) the instructor's attitude, style and expertise;
and (4) the students autonomous choices about participation, interaction, and cooperation.
Hypothesis Two
In CMC instruction student participation, satisfaction, learning, and achievement
are positively impacted when: (1) the technology is transparent and functions both
reliably and conveniently; or (2) the course is specifically designed to take advantage of
the CMC characteristics of time/place independence and interactivity to support learner-centered
instructional strategies; or (3) the instructor's style is collegial and he/she
operates as facilitator, model and coach; or (4) there is a reasonable level of flexibility to
accommodate the autonomous choices students make about interaction and collaboration. / Graduation date: 1996
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/34436 |
| Date | 24 January 1996 |
| Creators | Johanson, Terri L. |
| Contributors | Kenneke, Larry J. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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