Re: Ways we contribute: Students, instructors, and pedagogies in the computer-mediated writing classroom

Gruber, Sibylle

doi:10.1016/8755-4615(95)90023-3

Cited by 19 publications

(4 citation statements)

References 21 publications

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“…In addition, previous studies have frequently produced research results that are inconclusive, unsystematic, or, worse, conflicting in their findings [49], [51], for example, that online environments encourage greater equitability [52] versus not encouraging equal participation [53].…”

Section: Assumptions About Effective Distance and Online Educationmentioning

confidence: 99%

Active and interactive learning online: a comparison of Web-based and conventional writing classes

Mehlenbacher

Miller

Covington

et al. 2000

IEEE Trans. Profess. Commun.

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Section: Assumptions About Effective Distance and Online Educationmentioning

confidence: 99%

Active and interactive learning online: a comparison of Web-based and conventional writing classes

Mehlenbacher

Miller

Covington

et al. 2000

IEEE Trans. Profess. Commun.

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“…Using situated evaluation to study synchronous and asynchronous CMC in a required graduate seminar on composition studies, Gruber (1995) similarly found that CMC itself did not change classroom practices or encourage equal participation. Different aspects of interaction continued to be actively researched.…”

Section: Issues In Use Of Cmcmentioning

confidence: 92%

The Quality of Message Ideas, Thinking and Interaction in an Asynchronous CMC Environment

Khine¹,

Yeap²,

Lok³

2003

Educational Media International

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AbstractsOne of the major shifts in education today under the influence of information and communication technologies is that there is an increased tendency toward the use of computer-mediated communications (CMC). CMC has developed an assortment of methods from simple e-mail to wireless instant messages and synchronous and asynchronous discussions. A large portion of the research in this area focuses on the pedagogical aspects of CMC particularly on the use, strategies, effectiveness and the integration of the new technologies for teaching and learning. Some studies investigate different perspectives of interaction like keeping track of asynchronous discussion, quality of participation, interaction and collaborative or group learning. This paper reports findings from the study that examines the quality of message ideas, thinking and interaction in an asynchronous CMC environment in a teacher training institution. The authors suggest some practical strategies in the implementation of asynchronous discussions in CMC environment.

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“…As noted earlier, counting and classifying participation are key assessment techniques. Gruber (1995) found that the number of times a post is read is influenced by social structures, prejudice, time constraints, and gender. The frequency and quality of student contributions depend in part on comfort level with the medium.…”

Section: Canadian Journal Of University Continuing Educationmentioning

confidence: 99%

Student Assessment in Online Courses: Research and Practice, 1993–2004

Ross

2005

CJUCE

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Research on student assessment in online environments has not been extensive, although manuals for instructors provide broad guidelines and specific procedures. In this article we review the most frequently reported approaches to online assessment in postsecondary settings, giving particular attention to systems for assessing the quality of student participation. We also extrapolate from research on assessment in face-to-face courses to identify strategies that could be usefully adapted to online assessment. Research on the reliability and validity of online assessment methods is mixed and there is not much of it. We suggest to online instructors that there appears to be a disjunction between assessment methods and instructional ideologies and suggest to researchers that there is an urgent need to investigate the consequential validity of online assessment.

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Re: Ways we contribute: Students, instructors, and pedagogies in the computer-mediated writing classroom

Cited by 19 publications

References 21 publications

Active and interactive learning online: a comparison of Web-based and conventional writing classes

Active and interactive learning online: a comparison of Web-based and conventional writing classes

The Quality of Message Ideas, Thinking and Interaction in an Asynchronous CMC Environment

Student Assessment in Online Courses: Research and Practice, 1993–2004

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