A field study of use of synchronous computer-mediated communication in asynchronous learning networks.

摘要

This dissertation reports on a study of Computer-Mediated Communication (CMC) as used in higher education. It asks the questions “What are the effects of synchronous (text only) chat sessions to supplement primarily asynchronous CMC in online courses?” “What do students and faculty perceive to be the problems and advantages of synchronous chat sessions?”; The primary issue investigated by this study is: what computer media characteristics will promote the social presence found in face-to-face meetings so as to enable the construction of meaning by students at the same or better level? The primary dependent variable is satisfaction with the learning process. Media Mode is the only independent variable in this research, with four nominal values derived from the mixture of asynchronous discussion forums, here called Asynchronous Learning Networks (ALN), with various levels of synchronous media use.; Data were collected from 29 separate course sections; 133 students participated in the online survey. Transcripts of synchronous and asynchronous CMC were examined for each class. The researcher conducted interviews with all instructors. University registrar records of each course were obtained to gather the grade frequencies, total enrollment, and withdraw numbers.; Students' participation in scheduled chat sessions varied from 5% to 50% and many of the instructors report problems with organizing the sessions as well as ideas about how to do it better “next time.” The hypothesis that perceived learning by students in ALN courses that use some synchronous media would be higher than that perceived in ALN only courses is not supported. Perceived learning by students is greater in FtF courses that use ALN than in ALN only courses. Students prefer ALN only Mode overall.; Critical Thinking, reported by the instructor, has significance at the (p .05) level. For only this factor, ALN using synchronous media and FtF classes using ALN are superior to ALN only.; Instructors report some success using synchronous CMC to hold ‘office hours’ and scheduled information sessions. Interview transcripts show a desire by instructors to enhance their interaction with students, and to improve their planning and use of synchronous chat as one possible tool to do this.