What are the perceived benefits of participating in a computer-mediated communication (CMC) environment for distance learning computer science students?

Wilson, Tina; Whitelock, Denise

doi:10.1016/s0360-1315(97)00069-9

Cited by 51 publications

(28 citation statements)

References 8 publications

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“…Wilson & Whitelock (1998), for example, had proposed a model that analyses a range of student interactions in an asynchronous online discussion environment and ascribes each to knowledge, motivation or social dimensions.…”

Section: Influential Studies: Past and Presentmentioning

confidence: 99%

Content analysis of computer conferencing transcripts

Donnelly¹,

Gardner

2011

Interactive Learning Environments

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As conferencing tools become an increasingly common feature in students' experience, tutors need to have an understanding of how these tools facilitate the formation and maintenance of collaborative learning communities. Inevitably the pursuit of this understanding requires some form of analysis of the interactions involved. This analysis of the written transcripts, created by students during computer mediated conferencing (CMC), invariably takes the form of a systematic content analysis. For small-scale work the analysis can be undertaken manually but when the volume is large, as might arise from courses delivered wholly online or in a blended learning approach for example, some form of automated content analysis comes into its own. Whether analysed quantitatively or qualitatively, there is much to commend this type of approach by higher education tutors wishing to assess the progress of their students and improve their understanding of how students learn through computer conferencing technology. On the basis that tutors need to have an awareness of the advantages and limitations of such tools, this paper examines the content analysis approaches currently available. This debate generally focuses on the appropriateness of the methodology and the representation of interaction patterns and learning processes. In this paper we propose to extend Rourke et al.'s study to cover a wider range of methodological models.Specifically we examine the merits and demerits of these models as exemplified in a selection of influential conferencing analysis studies.

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Section: Influential Studies: Past and Presentmentioning

confidence: 99%

Content analysis of computer conferencing transcripts

Donnelly¹,

Gardner

2011

Interactive Learning Environments

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“…One said that seeing others sharing difficulties helped his Synchronous communication in a learning environment 177 own feelings of inadequacy. Light et al (1997) and Wilson and Whitelock (1998) have reported the benefit of this vicarious form of learning.…”

Section: Analysis Of Questionnairesmentioning

confidence: 99%

Tutorial chat: a case study of synchronous communication in a learning environment

Rutter

2006

ALT-J

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“…It is proliferating as computer technology reduces in cost and network systems improve, allowing the recruitment of students often excluded on the grounds of language, geographical remoteness, family circumstance or disability. Evaluations of student satisfaction and educational qualification suggest that distance learning is very effective (Wilson and Whitelock, 1998). Professional education can also be delivered at a distance and has been found to aid the integration of theory into practice (Rogerson and Harden, 1999).…”

Section: Professional Inductionmentioning

confidence: 99%

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

Steward

2001

Occupation Therapy Intl

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Computer technologies will change both occupational therapy education and practice. Technological optimists suggest that there will be positive benefits for distance learning and supervision, universal equal access to information and expertise, and positive cross-cultural exchange. However, technologies have inevitable and unexpected costs. In this report I explore the potential for future problems with professional induction, educational reductionism, cultural imperialism and deprofessionalization through a review of the literature. I suggest that early recognition of the costs as well as the benefits of computer-based education will be important to the development of international occupational therapy.

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What are the perceived benefits of participating in a computer-mediated communication (CMC) environment for distance learning computer science students?

Cited by 51 publications

References 8 publications

Content analysis of computer conferencing transcripts

Content analysis of computer conferencing transcripts

Tutorial chat: a case study of synchronous communication in a learning environment

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

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