Review of computer mediated communication research for education

Abstract

This research review examines recent developments in computer-mediated communication (CMC) research for educational applications. The review draws on 170 recent research articles selected from 78 journals representing a wide range of disciplines. The review focuses on peer-reviewed empirical studies, but is open to a variety of methodologies. The review is divided into two sections addressing major areas of current research: (a) general CMC research in education, and (b) factors affecting computer-mediated learning. The review covers a variety of key research areas revolving around CMC in education, including, media effect and comparison, on-line courses and networks, course and program evaluations, learning and learning processes, problem solving, writing, decision-making, argumentation, group decision-making, group dynamics, peer evaluations, gender differences, anonymity, teaching practice effects, technology integration, teacher styles and characteristics, socio-cultural factors, and professional development effects. Findings suggest partial advantages of CMC in writing, task focused discussion, collaborative decision-making, group work, and active involvement in knowledge construction during group interactions. Other research findings revealed influences of peer interaction, group composition, group cohesion, goal commitment, group norm development, and process training, mixed-sex groups, and virtual cross-functional teams. Mixed-findings are revealed for performance advantages of computer-mediated versus face-to-face learning environments on various tasks and for the presence of gender differences in computer-mediated environments.

Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran

“…It should be admitted that access to decent technology is a must in online education (Luppicini, 2007). If STs are expected to actively participate in discussions, the first necessary condition is the provision of proper technology for them.…”

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

“…By bringing together three (separate) research disciplines of motivational science (Järvelä et al, 2011;Ryan & Deci, 2000), CMC for education (Järvelä & Häkkinen, 2002;Luppicini, 2007;Martens et al, 2004), and social network science (Barabási & Albert, 1999;Garton, Haythornthwaite, & Wellman, 1997), we aim to provide a more comprehensive understanding about why participation and contribution to communication in online courses and distance education settings is often unevenly distributed over the participants and teams. Finally, we will address how teachers can improve their instructional design to facilitate learners with different motivational profiles.…”

Knowledge Sharing Behaviour among Students in Learning Environments: A Review of Literature

“…In academic institutions Academic Search Premier and ERIC are considered two of the most prominent databases and have been mostly utilized by other researchers as the means for executing literature searches (Hew & Brush, 2007;Rinke, 2008;Luppicini, 2007). These databases were searched for articles published from period October 7, 2000 until October 7, 2013.…”