Computer-mediated communication in distance MA programmes: the student's perspective

Paran, Amos; Furneaux, Clare; Sumner, Neal

doi:10.1016/j.system.2004.02.007

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…Indeed, Guldberg and Pilkington (2007) note how overcoming the distance has been a real challenge, but argue that modern day mobile technology now provides a possible means for promoting collaborative interaction between individuals studying in remote locations through the use of CMC (Gabriel, 2004;Murphy & Coleman, 2004;Paran, Furneaux & Sumner, 2004;Tudini, 2005;Weasenforth et al, 2005). Indeed, Guldberg and Pilkington (2007) note how overcoming the distance has been a real challenge, but argue that modern day mobile technology now provides a possible means for promoting collaborative interaction between individuals studying in remote locations through the use of CMC (Gabriel, 2004;Murphy & Coleman, 2004;Paran, Furneaux & Sumner, 2004;Tudini, 2005;Weasenforth et al, 2005).…”

Section: Challenges Associated With Computer-mediated Communicationmentioning

confidence: 99%

“…Negative feelings of exclusivity, discouragement and frustration can also arise, thereby resulting in a sterile and impersonal form of communication (Murphy & Coleman, 2004). Additionally, the time commitment necessary to participate in CMC activities can also be problematic (Gabriel, 2004;Meyer, 2003;Paran et al, 2004;Wiesenberg & Hutton, 1996). For example, Pawan, Paulus, Yalcin and Chang (2003) highlight how students were found to engage primarily in serial monologues without instructors' explicit guidance and teaching presence (see also Card & Horton, 2000;Wang & Woo, 2007).…”

Section: Challenges Associated With Computer-mediated Communicationmentioning

confidence: 99%

“…Notwithstanding an interactionist approach being a regular part of face-to-face learning environments, it is difficult to implement such a methodology with isolated students without the use of technology. Indeed, Guldberg and Pilkington (2007) note how overcoming the distance has been a real challenge, but argue that modern day mobile technology now provides a possible means for promoting collaborative interaction between individuals studying in remote locations through the use of CMC (Gabriel, 2004; Murphy & Coleman, 2004; Paran, Furneaux & Sumner, 2004; Tudini, 2005; Weasenforth et al ., 2005). Other challenges associated with CMC indicate that distance learning courses can be impersonal, superficial, misdirected, potentially dehumanizing and depressing, and they can also disrupt the interactions that create a productive learning community (Rovai & Barnum, 2003).…”

Section: Challenges and Benefits Of Web-based Learningmentioning

confidence: 99%

“…For example, Pawan, Paulus, Yalcin and Chang (2003) highlight how students were found to engage primarily in serial monologues without instructors’ explicit guidance and teaching presence (see also Card & Horton, 2000; Wang & Woo, 2007). Additionally, the time commitment necessary to participate in CMC activities can also be problematic (Gabriel, 2004; Meyer, 2003; Paran et al ., 2004; Wiesenberg & Hutton, 1996). As can be seen, numerous challenges are associated with CMC; however, numerous advantages have also been identified.…”

Section: Challenges and Benefits Of Web-based Learningmentioning

confidence: 99%

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Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

Murphy

2010

ReCALL

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Link to this article: http://journals.cambridge.org/abstract_S0958344010000030How to cite this article: Philip Murphy (2010). Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication. AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computermediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.

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Section: Challenges Associated With Computer-mediated Communicationmentioning

confidence: 99%

Section: Challenges Associated With Computer-mediated Communicationmentioning

confidence: 99%

Section: Challenges and Benefits Of Web-based Learningmentioning

confidence: 99%

Section: Challenges and Benefits Of Web-based Learningmentioning

confidence: 99%

See 2 more Smart Citations

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

Murphy

2010

ReCALL

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Constructively aligning technologies with learning and assessment in a distance education master’s programme

Rogerson-Revell

2015

Distance Education

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L2 Learners’ Perceptions of Intercultural Asynchronous CMC: Focusing on Linguistic, Affective, and Cultural Dimensions

Na¹,

Kim²

2010

multimediaassistedlanguagelearning

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Computer-mediated communication in distance MA programmes: the student's perspective

Cited by 7 publications

References 7 publications

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

Constructively aligning technologies with learning and assessment in a distance education master’s programme

L2 Learners’ Perceptions of Intercultural Asynchronous CMC: Focusing on Linguistic, Affective, and Cultural Dimensions

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