Computer mediated tutorial support for conventional university courses

Light, Paul; Colbourn, Christopher J.; Light, Vivienne

doi:10.1046/j.1365-2729.1997.00025.x

Cited by 42 publications

(46 citation statements)

References 3 publications

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“…The findings about the quantity of participation, however, are contradictory. Some reported that females contributed more to CMC than in face to face interaction (Light, Colbourn & Light, 1997), whereas others found that females produced more messages in face to face communications than in CMC (Adrianson, 2001).…”

Section: Computer Mediated Communicationmentioning

confidence: 99%

Gender and CMC: A review on conflict and harassment

2005

AJET

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This paper reviews the literature related to gender and communication in CMC environments. A brief summary of gender related literature concerning general communication patterns in CMC is outlined first, to set the stage. Then, a review of literature in gender and CMC with a specific focus on conflict and harassment is presented. Comments upon this diverse body of work and recommendations concerning possible areas for future research are offered.The focus on content and communicative practices in CMC highlights the possibilities of new gendered identities being constructed through online interactions. These new gendered identities may appear in a different form from the more fixed forms of "real life." In particular, the research reviewed in this paper regarding harassment, along with previous studies, leads "one to conclude that the 'democratic' perception of CMC is seriously flawed".

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Section: Computer Mediated Communicationmentioning

confidence: 99%

Gender and CMC: A review on conflict and harassment

2005

AJET

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“…Having a more mixed group of students in terms of level of education and subject may help to overcome such complaints. However, Light et al (1997) report better results when`skywriting' was used with third year students, all studying the same specialised subject. They likened the experience to`shared commentaries'.…”

Section: The Nature Of the User Groupsmentioning

confidence: 93%

“…With an emphasis on conversation, McLoughlin and Oliver (1998) consider that learning around computers can be facilitated through collaborative learning where students interact with one another (peer interaction) and with teachers. An example of such learning might be the use of computer-based tutorials that employ e-mail as a communication tool (Light, Colbourn & Light, 1997). They have the capacity to encourage re¯ection by using conversation and collaboration as tools for helping students to adapt and reframe ideas.…”

Section: Using Learning Technologies To Facilitate Re¯ectionmentioning

confidence: 99%

“…Other studies have also found that technical ability can in¯uence students' contribution to discussions. For example, in reporting the use of`skywriting' with second year psychology students, Light et al (1997) reported that a small group of computer-pro®cient (mostly male) students used the`skywriting' facility. Dislike of computers or technophobia is not an unusual phenomenon and may explain why some students using the psychosocial science discussion list did not appear to be re¯ecting on the learning.…”

Section: The Nature Of the User Groupsmentioning

confidence: 99%

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Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

Tai-Seale

Cann

2000

Computers & Education

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This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate re¯ective thinking in their students. At the University of Leicester, a Web-based biology tutorial called`How Now Mad Cow', which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt±Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a ®rst year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate re¯ection by helping them to create meaning from the learning experience and see things in a dierent way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate re¯ection for some students. However, the evidence for re¯ection is not overwhelming and the data provides some evidence that four key factors may have in¯uenced how successful the use of learning technologies were in facilitating re¯ection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for`o-line re¯ection'. These are discussed and ways forward are identi®ed. 7

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“…Some students who are quiet in class increase their participation using email and electronic conferencing, needing the additional time and reflection to post either their observations or questions (DuttDoner & Powers, 2000). However, some students are more reticent and are actually put off by the public nature of electronic conferencing (Light et al, 1997). Wilson et al (1996) found that despite the growth of the Internet, many students still do not participate in electronic conferencing and other Internet uses.…”

Section: Perspectives On Technology Standards In Higher Educationmentioning

confidence: 99%