A case study of communication channels in a graduate program

Abstract

The investigators attempt to obtain a thorough understanding of the communication channels used in a graduate program, which is an independent academic unit. After collecting data with qualitative and quantitative research methods, the investigators analyze and present the findings regarding four major aspects: (1) the current communication channels used in the program; (2) how the students, faculty and staff perceived the communication methods utilized; (3) the relationship between students' viewpoints and the program's perspectives, and (4) suggestions for further improvement in the distribution of information. IntroductionThe researchers conducted a study on the communication channels between students and an independent academic graduate program in the United States. The purposes of this study were to (1) identify available communication channels between students and the program; (2) investigate the students' attitudes toward current communication channels; (3) examine the relationship between students' and the program's expectations of effective communication channels; (4) discover any gaps in expectations between students and the program; ( 5 ) determine the potential student need for alternative communication channels; and (6) provide suggestions for potential improvement or new communicative means. Using questionnaires and interviews, the researchers collected data from students and faculty in the program. The findings may inform members of the graduate program in designing and implementing communication channels utilized in the program. Also, suggestions for the improvement of current communication channels and characteristics of effective communication channels are provided. Background and Literature ReviewBroad use of information and communication technologies (ICT) in education has changed teaching and learning substantially. Researchers and educators have investigated how to integrate technologies with instruction to help students learn more effectively. For example, technologies can provide means by which learners solve problems and can serve as cognitive tools to scaffold learners' deeper understanding (Blumefeld et al., 1991;Fosnot, 1996;Jonassen, 1999; Land & Hannafin, 2000). Also, the emergence of the Internet allows students to search and access relevant information to help them study subject matter and reflect critically on their learning (Yumuk, 2002). Furthermore, technologies provide opportunities for dialogues and discussions within a learning community (Fosnot, 1996). In addition, ICT can facilitate the sharing of learning resources, space and can promote collaborative and autonomous learning. Teachers' roles have changed as well. They have to meet different students' varying needs in these new learning environments (Wheeler, 2001).ICT can also influence the effectiveness of distributing information in an institution. Welsh & Metcalf (2003) reviewed the literature and derived four variables affecting institutional effectiveness: perceived motivation, perceived depth of implementation, per...

University Web Portals: Patterns and Policies

“…Interestingly, Spennenmann 2007in a recent study of Internet usage by nine Australian universities (students, administrators and academics) found that the majority of users (81 per cent) used the service between the standard office hours of 8.00 and 5.00 with another slight peak after dinner (7.00 p.m.). Huang, Chen & Chen (2004) in carrying out a study of communication channels used in a graduate program at an American university asked students how often they checked their E-mail accounts and the school Website. The researchers found that 96.25% of participants checked their Emails at least once a day, where 83.75% visited the school Website at least once a week.…”