Teaching and Learning On-Line: Issues in Computer-Mediated Graduate Courses

Learners’ perceived information overload in online learning via computer-mediated communication

“…Second, three sources regarding quantitative components of information probably lead to students' perceived IO: large volumes of information from the Internet, and from the online discussion systems along with demands of course readings (Harasim 1987;Vonderwell and Zachariah 2005). In computer conferencing, active discussions generate heavy amounts of messages, and this problem increases with the group size.…”

“…CMC uses telecommunication technologies such as email, real-time chat, computer conferencing/online discussion systems, and online databases to support human communication between spatially separated learners (Jonassen et al 1995). Although CMC can support teaching and learning by making information and communication easily accessible via computer networks, one of the main problems caused by the medium is information overload (IO) (Burge 1994;Eastmond 1995;Harasim 1987;Kear and Heap, 2007;Paulo 1999;Vonderwell and Zachariah 2005). IO becomes a problem when students simultaneously face having to acquire the technical skills necessary to participate in CMC and manage a large volume of information both on the course website and through computer conferencing (Harasim 1987).…”

“…Although CMC can support teaching and learning by making information and communication easily accessible via computer networks, one of the main problems caused by the medium is information overload (IO) (Burge 1994;Eastmond 1995;Harasim 1987;Kear and Heap, 2007;Paulo 1999;Vonderwell and Zachariah 2005). IO becomes a problem when students simultaneously face having to acquire the technical skills necessary to participate in CMC and manage a large volume of information both on the course website and through computer conferencing (Harasim 1987). Numerous studies have investigated the problem of IO in the disciplines of organisation science, marketing, accounting, management information systems, business management, and psychology (for reviews, see Edmunds and Morris 2000;Eppler and Mengis, 2004;Klausegger, Sinkovics, and Zou 2007).…”

“…Moreover, the ability to read and write well is necessary in the text-based CMC environment. Students with inadequate language proficiency may suffer reduced processing ability if the capacity in their working memory is exceeded by the tasks of reading and writing in English.Second, three sources regarding quantitative components of information probably lead to students' perceived IO: large volumes of information from the Internet, and from the online discussion systems along with demands of course readings (Harasim 1987;Vonderwell and Zachariah 2005). In computer conferencing, active discussions generate heavy amounts of messages, and this problem increases with the group size.…”

An examination of social presence in an online learning environment.

“…As other research studies have demonstrated along with these findings, it is essential that online courses be created in a way that enables students to interact, not only with the material, but with each other and instructors (Harasim, 1987;Hiltz, 1994;Irani, 1998;Roberson & Klotz, 2002). As a result, new ways of understanding the material emerge as a result of the interaction that takes place with others in a learning community.…”