A Case Study on Support for Students' Thinking through Computer-Mediated Communication

Sannomiya, Machiko; Kawaguchi, Atsuo

doi:10.2466/pr0.2000.87.1.295

“…Many analyses (e.g., Althaus, 1997;Clawson & Choate, 1999;Hiltz, 1986;Kahn & Brookshire, 1991;Pena-Shaff, Martin, & Gay, 2001;Ricketts et al, 2000;Sannomiya & Kawaguchi, 2000;Swan et al, 2000;Usip & Bee, 1998;Wernet et al 2000) have used case studies to evaluate virtual classes. Hiltz evaluated an undergraduate and graduate course that used an online component in conjunction with a traditional class.…”

Section: Discussionmentioning

confidence: 99%

The Effect of a Threaded Discussion Component on Student Satisfaction and Performance

Sain

¹

,

Brigham

²

2003

Journal of Educational Computing Research

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This study examined the use of a threaded discussion component in conjunction with a peer taught psychology course. Six of the 12 sections of Psychology 106 were randomly assigned to use an online component in which students read and responded to a weekly question. The remaining classes completed the assignment on paper. Students evaluated their section of the class on a 5-point scale with questions regarding course satisfaction and involvement. The time students reported spending on the weekly assignment and the number of sentences that each group wrote were assessed and analyzed. Results from the questionnaire indicate that the traditional class sections reported levels of satisfaction that were significantly higher than those reported by the experimental group. Students in the traditional classes also spent more time on the weekly assignment and wrote significantly more sentences when completing the weekly task than did the classes using the online procedure.

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“…Sannomiya and Kawaguchi 41 report their experience with the supervision of research projects conducted by two graduate students, using computer‐mediated communication, which was asynchronous and transmitted to the faculty in the form of written essays. The students' reports pointed out that this approach required them to engage in more planning and editing of their communications with faculty than would have occurred if communication had transpired in face‐to‐face communications.…”

Section: Assessment Of Critical Thinkingmentioning

confidence: 99%

Evaluation Strategies for Midwifery Education Linked to Digital Media and Distance Delivery Technology

Fullerton

¹

,

Ingle

²

2003

J Midwife Womens Health

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The goal of the teaching and learning process for health professionals is the acquisition of a fundamental core of knowledge, the demonstration of critical thinking ability, and the demonstration of competency in the performance of clinical skills. Teaching and learning in distance education programs require that the administration, teachers, and students be creative in developing evaluation strategies that can be adapted to the challenges of the cyberspace on-line educational environment. Evaluation standards for distance education programs recently have been delineated by federal agencies, private organizations, and academic accreditation associations. These standards are linked to principles of sound education practice that promote program quality, high levels of student-faculty interaction, and support effective teaching and learning in the distance education context. A growing body of evidence supports the conclusion that technology-enhanced teaching is equivalent in effectiveness compared with traditional methods when student-learning outcomes are the focus of measurement. An allied body of literature offers model approaches that can be useful to educators who must also conduct the evaluation of clinical skills, provide feedback, and promote socialization to the nurse-midwifery/midwifery role for students being educated in whole or in part through instruction delivered at a distance.

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Evaluation strategies for midwifery education linked to digital media and distance delivery technology

Fullerton¹,

Ingle²

2003

Journal of Midwifery & Women's Health

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The goal of the teaching and learning process for health professionals is the acquisition of a fundamental core of knowledge, the demonstration of critical thinking ability, and the demonstration of competency in the performance of clinical skills. Teaching and learning in distance education programs require that the administration, teachers, and students be creative in developing evaluation strategies that can be adapted to the challenges of the cyberspace on-line educational environment. Evaluation standards for distance education programs recently have been delineated by federal agencies, private organizations, and academic accreditation associations. These standards are linked to principles of sound education practice that promote program quality, high levels of student-faculty interaction, and support effective teaching and learning in the distance education context. A growing body of evidence supports the conclusion that technology-enhanced teaching is equivalent in effectiveness compared with traditional methods when student-learning outcomes are the focus of measurement. An allied body of literature offers model approaches that can be useful to educators who must also conduct the evaluation of clinical skills, provide feedback, and promote socialization to the nurse-midwifery/midwifery role for students being educated in whole or in part through instruction delivered at a distance.

show abstract

A Case Study on Support for Students' Thinking through Computer-Mediated Communication

Cited by 3 publications

References 5 publications

The Effect of a Threaded Discussion Component on Student Satisfaction and Performance

The Effect of a Threaded Discussion Component on Student Satisfaction and Performance

Evaluation Strategies for Midwifery Education Linked to Digital Media and Distance Delivery Technology

Evaluation strategies for midwifery education linked to digital media and distance delivery technology

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