Implementing Computer Mediated Communication in the College Classroom

Abstract

The use of computer-mediated communication (CMC) in the college classroom was examined using survey data from eighty-nine undergraduate sociology students. Through pre-test and follow-up data, it was determined that most students were open to using CMC and that openness was highly correlated with later positive experiences with CMC. Through a series of OLS regressions, it was then established that students' rating of their CMC experience is shaped by their particular use of the system, as well as by whether or not CMC participation is required. Neither gender nor minority status were significantly related to CMC ratings, although this may be due to the similar class backgrounds of the students involved in the study.Computer-assisted instruction, in one form or another, is increasingly common at the college level. National survey data indicate that by 1995 nearly half of U.S. college faculty and students had regular experiences with information technology in the classroom [1]. Currently, colleges utilize computers in a variety of ways, such as for test-taking [2, 3]; promoting active learning through qualitative and quantitative data analysis [4][5][6]; as well as for classroom presentations [7][8][9]. A more recent development is the use of computer mediated communication (CMC) to enhance the college classroom. As defined by Santoro CMC is the "use of computer systems and networks for the transfer, storage, and retrieval of information among humans" [10, p. 11]. Computer mediated communication may take the form of multiple-use network systems as well as similar Web-based conferencing systems.These packages allow professors to create virtual classrooms where they post announcements, readings, lectures, and syllabi, as well as hold on-line office hours, lead class debates, and administer exams. The primary goals of such programs are to increase students' access to information, class materials, and the instructor, as well as encourage student discussion and participation. Computer mediated communication has been used to create courses that are taught exclusively on-line [11,12], as well as to enhance traditionally taught courses [13][14][15][16].Behind increased computer use at the college level lies a fundamental assumption: today's students are ready, willing, and able to embrace computer-assisted learning. Access to computers in high school and at home is higher than ever, although significant disparities exist in terms of computer access with respect to socio-economic status and between school districts across the country. As microcomputers become more powerful and less expensive, growing numbers of students are able to purchase home computers [17,18]. Not only are students familiar with the word-processing and game-playing functions of their computers, but more and more of today's high school students are internet literate as well [18]. By the time they reach college, many have already begun to use computers as learning tools [19]. Furthermore, educators at all levels are encouraged to implement computer-aided ...

Cooperation and Collaboration Using Computer-Mediated Communication

“…Attitude and effectiveness are influenced by the task required of the students and the ability and motivation of the students to work collaboratively. The medium alone does not necessarily encourage collaboration (Clay-Warner & Marsh, 2000). When students are individually accountable for their work, they may be reluctant to communicate and share information (Smith, 1994).…”