By Alexandria Figueroa
The Internet has had a tremendous impact on the way we live our lives. It has forever changed the way we communicate and interact with one another. The Internet has simplified our lives because we are able to download and research topics at the click of the mouse. However the question still remains, what is the Internet as it is related to communication? According to Burnett (2003b) it is “the specific name of the communication network that is comprised of millions of interconnected computers that freely exchange information with each other worldwide.” Computer mediated communication (CMC) has changed many aspects of our lives, one of the largest being education. Education will never be the same because of the Internet. Ultimately, they now go hand in hand. Whether it is e-mailing a professor with a question, or downloading the days notes from the course site, the Internet allows students to access their courses with ease. It has changed the lives of students and teachers of this generation. In this paper, we will explain how CMC is utilized in education. We will explore the following topics: CMC in distance learning, the effects of CMC in education, and CMC as an education tool. As students, we hope to present our classmates with a better understanding of how CMC has effected, enhanced and changed the way we learn.
Reference
Burnett, R., & Marchall, P. D., (2003b). The Web of Communication. In, Web theory: AN introduction. New York: Routledge.
Tuesday, July 1, 2008
CMC in Distance Learning
By Travis Krause
According to Benbunan-Fich and Hiltz (1999), computer-mediated technologies are playing more of a prominent role in education, a fact which can also be seen by the large and growing number of both students enrolled in online classes at Arizona State University as well as the number of online classes offered (McCann, 2004). With approximately 80 percent of all institutions of higher education offering at least one online course and 34 percent offering complete online degree programs, it is easy to see that America’s universities are stepping up to meet the rising demand for online classes.
During a study by Schweizer et al. (2001), their research findings concluded that the majority of students who take online classes find more advantages than disadvantages with 71.4 percent finding more advantages and 84 percent saying they would take another online class (McCann, 2004). With findings like these, how could CMC in distance learning be negative? One such way is that within computer-mediated groups, satisfaction tends to be lower than in face-to-face groups (Wilson, et al. 1997). This means that even though students report enjoying the class, it is typically not due to a sense of community or bonding with their fellow students. While these findings may represent college age students, other age groups are using the Internet in similar ways to communicate and educate.
According to Gordin et al. (1996), some K-12 schools districts are using CMC to connect students, teachers, parents and their communities together. While the majority of these districts are using CMC to merely have students turn in their assignments and have class discussions, others are holding entire classes online much like at the university level. These classes which are entirely online are currently found solely at the high school level and advertisements for them can be heard throughout the day on radio stations. These online high schools have started to emerge due to the increasing drop out rates of teens that cannot make time for regular classes due to socioeconomic reasons. By having these CMC enable distant learning classes available for this age group and socioeconomic level, students and instructors are more likely to want to come together as a community in which students exchange emotional support, information, and a sense of belonging (Hiltz, 1997).
Currently there is a lack of information regarding adult distant learning which is a gap worth filling since many college graduates eventually go back for professional degrees (McCann, 2004). By merely lumping college students into the same category instead of dividing them by age group or degree, researchers are cutting out a significant portion of the students within the professional work force. With workers making up the largest age group of America, the effects of distance learning need to be researched so that professional programs will know what will meet these adults’ needs.
Reference
Benbunan-Fich, R. & Hiltz, S.R. (1999). Educational applications of CMCS: Solving case studies through asynchronous learning networks. The Journal of Computer-Mediated Communication, 4.
Gordin, D. N., Gomez, L. M., Pea, R. D., Fishman, B. J., (1996). Using the World Wide Web to Build Learning Communities in K-12. Journal of Computer-Mediated Communication, 2.
Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40, 44-49.
McCann, Jessica (2004). ASU's distance learning comes of age through online technologies. ASU Vision Online, 7, Retrieved June 20, from http://www.asu.edu/alumni/vision/04v07n02/cover12.html
Schweizer, K., Paechter, M., & Weidenmann, B., (2001). A field study on distance education and communication: Experiences of a virtual tutor. Journal of Computer-Mediated Communication, 6.
Wilson, E.V., Morrison, J.P., & Napier, A.M. (1997). Perceived effectiveness of computer-mediated communications and face-to-face communications in student software development teams. Journal of Computer Information Systems, Winter, 2–7.
According to Benbunan-Fich and Hiltz (1999), computer-mediated technologies are playing more of a prominent role in education, a fact which can also be seen by the large and growing number of both students enrolled in online classes at Arizona State University as well as the number of online classes offered (McCann, 2004). With approximately 80 percent of all institutions of higher education offering at least one online course and 34 percent offering complete online degree programs, it is easy to see that America’s universities are stepping up to meet the rising demand for online classes.
During a study by Schweizer et al. (2001), their research findings concluded that the majority of students who take online classes find more advantages than disadvantages with 71.4 percent finding more advantages and 84 percent saying they would take another online class (McCann, 2004). With findings like these, how could CMC in distance learning be negative? One such way is that within computer-mediated groups, satisfaction tends to be lower than in face-to-face groups (Wilson, et al. 1997). This means that even though students report enjoying the class, it is typically not due to a sense of community or bonding with their fellow students. While these findings may represent college age students, other age groups are using the Internet in similar ways to communicate and educate.
According to Gordin et al. (1996), some K-12 schools districts are using CMC to connect students, teachers, parents and their communities together. While the majority of these districts are using CMC to merely have students turn in their assignments and have class discussions, others are holding entire classes online much like at the university level. These classes which are entirely online are currently found solely at the high school level and advertisements for them can be heard throughout the day on radio stations. These online high schools have started to emerge due to the increasing drop out rates of teens that cannot make time for regular classes due to socioeconomic reasons. By having these CMC enable distant learning classes available for this age group and socioeconomic level, students and instructors are more likely to want to come together as a community in which students exchange emotional support, information, and a sense of belonging (Hiltz, 1997).
Currently there is a lack of information regarding adult distant learning which is a gap worth filling since many college graduates eventually go back for professional degrees (McCann, 2004). By merely lumping college students into the same category instead of dividing them by age group or degree, researchers are cutting out a significant portion of the students within the professional work force. With workers making up the largest age group of America, the effects of distance learning need to be researched so that professional programs will know what will meet these adults’ needs.
Reference
Benbunan-Fich, R. & Hiltz, S.R. (1999). Educational applications of CMCS: Solving case studies through asynchronous learning networks. The Journal of Computer-Mediated Communication, 4.
Gordin, D. N., Gomez, L. M., Pea, R. D., Fishman, B. J., (1996). Using the World Wide Web to Build Learning Communities in K-12. Journal of Computer-Mediated Communication, 2.
Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40, 44-49.
McCann, Jessica (2004). ASU's distance learning comes of age through online technologies. ASU Vision Online, 7, Retrieved June 20, from http://www.asu.edu/alumni/vision/04v07n02/cover12.html
Schweizer, K., Paechter, M., & Weidenmann, B., (2001). A field study on distance education and communication: Experiences of a virtual tutor. Journal of Computer-Mediated Communication, 6.
Wilson, E.V., Morrison, J.P., & Napier, A.M. (1997). Perceived effectiveness of computer-mediated communications and face-to-face communications in student software development teams. Journal of Computer Information Systems, Winter, 2–7.
Effects of CMC in Education by Andrea Van Doorne
Baragh & McKenna, 2004 have reflected that the Internet is becoming as pervasive as electricity and that has a significant impact on social life. The fundamental ways the Internet has shaped not only the worlds but has given people the chance to change their lives. Whether it is to connect with people, learn more about themselves, invest in the community or go to school, it is needless to say that the Internet provides many new channels. One of the most important and rewarding channels that individuals are investing upon is online education. There are many positive and negative effects of computer mediated communication in education.
How is online education affecting individuals in a positive way? Chi-sing & Beverly, 2008 explain that it is saving people time. Online classes give the student the option to complete work assignments around their own schedule. This is beneficial, especially for those who work and go to school. The authors also point out the posting of online information not only lets teachers spend less time traveling and photocopying papers, but it also teaches students independent learning. Also, having 24hour access to online classes allows the student to replay online lectures as many times as needed to comprehend. Dempsey, Fisher, Wright & Anderton, 2008 agreed that individuals have to be able to navigate online tools such as attaching papers and group discussion, as well as dealing with time management. These are learning tools to prepare students for the real world.
What are students loosing along the way? Bejerano, 2008 questions whether or not students a getting a smaller caliber of education as opposed to traditional class room settings. Those students who choose online classes are missing out on campus experiences. The importance of academic and social integration is very important to the school experience, thus could cause online students to persist with degrees Furthermore, in a study done by Zimbylas, 2008 found that adult online users experienced anxiety when first starting classes. But this eventually decreased and found that they reported positive feelings for their peers and online professors. Although, students felt negative emotions were related to the demands of the online schedule. Some negative outcomes of computer mediated communication in education are reports from students who needed extra motivation in order to keep on track with class work. Also frustration and impatience happens when dealing with online glitches (Murday, Ushida, & Chenowenth, 2008). Others feel that interpersonal interaction has changed because of the internet. Face-to-face meeting changes the overall dynamic of the situation. Without vocal tones and nonverbal speech, it limits the bandwidth of communication (Bargh & McKenna, 2004). It seems as though the demands of communicating on the Internet causes new challenges in everyday life.
Bargh, J. A., & McKenna, K. Y. A. (2004). The internet and social life. Annual review of psychology, 55, 573-90.
Bejerano, A., R. (2008). The genesis and evolution of online degree programs: Who are they for and what have we lost along the way. Communication Education, 57, 408-414.
Chi-Sing, L., & Beverly, I. (2008) An overview of online education: Attractiveness, benefits, challenges, concerns, and recommendations. College Student Journal, 42(2).
Dempsey, J. V., Fisher, S. F., Wright, D. E., Anderton, E. K. (2008). Training and support, obstacles, and library impacts on learning activities. College Student Journal ,42(2).
Murday, K., Ushida, E., & Chenoweth, N. A. (2008). Learners’ and teachers’ perspectives on language online. Computer Assisted Language Learning, 21(2), 125-142.
Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29, 71-78.
How is online education affecting individuals in a positive way? Chi-sing & Beverly, 2008 explain that it is saving people time. Online classes give the student the option to complete work assignments around their own schedule. This is beneficial, especially for those who work and go to school. The authors also point out the posting of online information not only lets teachers spend less time traveling and photocopying papers, but it also teaches students independent learning. Also, having 24hour access to online classes allows the student to replay online lectures as many times as needed to comprehend. Dempsey, Fisher, Wright & Anderton, 2008 agreed that individuals have to be able to navigate online tools such as attaching papers and group discussion, as well as dealing with time management. These are learning tools to prepare students for the real world.
What are students loosing along the way? Bejerano, 2008 questions whether or not students a getting a smaller caliber of education as opposed to traditional class room settings. Those students who choose online classes are missing out on campus experiences. The importance of academic and social integration is very important to the school experience, thus could cause online students to persist with degrees Furthermore, in a study done by Zimbylas, 2008 found that adult online users experienced anxiety when first starting classes. But this eventually decreased and found that they reported positive feelings for their peers and online professors. Although, students felt negative emotions were related to the demands of the online schedule. Some negative outcomes of computer mediated communication in education are reports from students who needed extra motivation in order to keep on track with class work. Also frustration and impatience happens when dealing with online glitches (Murday, Ushida, & Chenowenth, 2008). Others feel that interpersonal interaction has changed because of the internet. Face-to-face meeting changes the overall dynamic of the situation. Without vocal tones and nonverbal speech, it limits the bandwidth of communication (Bargh & McKenna, 2004). It seems as though the demands of communicating on the Internet causes new challenges in everyday life.
Bargh, J. A., & McKenna, K. Y. A. (2004). The internet and social life. Annual review of psychology, 55, 573-90.
Bejerano, A., R. (2008). The genesis and evolution of online degree programs: Who are they for and what have we lost along the way. Communication Education, 57, 408-414.
Chi-Sing, L., & Beverly, I. (2008) An overview of online education: Attractiveness, benefits, challenges, concerns, and recommendations. College Student Journal, 42(2).
Dempsey, J. V., Fisher, S. F., Wright, D. E., Anderton, E. K. (2008). Training and support, obstacles, and library impacts on learning activities. College Student Journal ,42(2).
Murday, K., Ushida, E., & Chenoweth, N. A. (2008). Learners’ and teachers’ perspectives on language online. Computer Assisted Language Learning, 21(2), 125-142.
Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29, 71-78.
CMC as an educational tool, Demario Turner
Online education is defined as the creation and proliferation of the personal computer, the globalization of ideas and other human acts, and the use of technology in exchanging ideas and providing access to more people (Natarajan, 2006 p. 250) The online teaching tools such as email, discussion boards, chat rooms, lecture notes via the web, use of computer-mediated-communication (CMC), interactive web tutorials, CD-ROM materials and virtual environments helps for better understanding by the student community (Natarajan, 2006 p. 249)and is transforming the nature of interactions among counselors, school personnel, parents, students, and school administrators(Wilczenski & Coomey, 2006).
Multimedia educational computing is one of the fastest growing markets in the world today and the latest tools are enabling educators to become developers and individuals to construct multimedia desktop productions (Natarajan, 2006). Many studies suggest that because foreign language learners often experience problems with spontaneous oral communication and difficulty understanding others as well as difficulty being understood CMC as an educational tool can reduce communication apprehension, which is defined as a type of shyness characterized by fear of or anxiety about communicating with others (Arnold, 2007). This can also be related to Intercultural communication as well as student who learn English as a second language.
CMC has also been used as a tool to foster beginning teacher’s development through discussion, for example teachers may be asked to us asynchronous or synchronous communication formats in their coursework to confer with each other about instructor-selected, case studies, educational themes and issues (Groenke & Paulus, 2007). Researcher have also found that discussion through CMC tools can promote collaborative, learner-centered connected; making multiple perspective talking on educational issues, clarification, elaboration of understanding, and reflection thus promoting teacher’s learning (Groenke & Paulus, 2007).
Another use of CMC as an educational tool is cooperative learning and it incorporation of CMC. Many researchers have documented deaf student’s struggles with reading, writing and communicating in the classroom, since the inception of the education for all handicapped children act in 1975 the mainstreaming of students with disabilities has become more and more common, the technological advances of email, IM, and text pagers has revolutionized the way deaf people can communicate with hearing people and one another (Pandian, 2007). This type of CMC technologies eliminate some of the communication barriers that exist between deaf students who rely on amplification devices and interpreters in the classroom CMC also seeks to break down language and communication barriers by bringing equal access to participate through one shared mode of communication (Pandian, 2007).
The successful use of online technology depends on well designed and planned courses, infrastructure and price considerations, capacity and training in the chosen technology, local design and proper pre-testing and relative ease of access to students; one needs to understand how to tie the elements together using educational multimedia computer tools and if done so properly, interactive multimedia excels in leaving lasting impressions in the teaching and learning process (Natarajan, 2006).
References:
Gronke, S.L., & Paulus, T. (2007). The role of teacher questioning in promoting dialogic literary inquiry in computer-mediated-communication. Journal of research on technology in education. 40(2), 141-164.
Natarajan, M. (2006).Use of online technology for multimedia education . National institute of science communication and information resources. 26, 249-256.
Arnold, N. (2007).Reducing foreign language communication apprehensions with computer-mediated-communication: A preliminary study. Science direct. 35, 469-486.
Wilczenski, F.L., & Coomey, S.M. (2006). Cyber-communication: Finding its place in school counseling practice, education, and professional development. Professional school counseling , 9, Retrieved July 1, 2008, from http://web.ebcohost.comezproxy.lib.asu.edu/ehost/delivery?vid=22&hid=106&sid=5b0.
Pandian, M. ( Aug 2007). Cooperative learning incorporating computer-mediated-communication: participations, learning outcomes in a deaf education classroom. Language in India, 7, Retrieved July 1 2008, from http://web.ebcohost.com.ezproxy1.lib.asu.edu/ehost/delivery?vid=15&hid=106&sid=5b0.
Multimedia educational computing is one of the fastest growing markets in the world today and the latest tools are enabling educators to become developers and individuals to construct multimedia desktop productions (Natarajan, 2006). Many studies suggest that because foreign language learners often experience problems with spontaneous oral communication and difficulty understanding others as well as difficulty being understood CMC as an educational tool can reduce communication apprehension, which is defined as a type of shyness characterized by fear of or anxiety about communicating with others (Arnold, 2007). This can also be related to Intercultural communication as well as student who learn English as a second language.
CMC has also been used as a tool to foster beginning teacher’s development through discussion, for example teachers may be asked to us asynchronous or synchronous communication formats in their coursework to confer with each other about instructor-selected, case studies, educational themes and issues (Groenke & Paulus, 2007). Researcher have also found that discussion through CMC tools can promote collaborative, learner-centered connected; making multiple perspective talking on educational issues, clarification, elaboration of understanding, and reflection thus promoting teacher’s learning (Groenke & Paulus, 2007).
Another use of CMC as an educational tool is cooperative learning and it incorporation of CMC. Many researchers have documented deaf student’s struggles with reading, writing and communicating in the classroom, since the inception of the education for all handicapped children act in 1975 the mainstreaming of students with disabilities has become more and more common, the technological advances of email, IM, and text pagers has revolutionized the way deaf people can communicate with hearing people and one another (Pandian, 2007). This type of CMC technologies eliminate some of the communication barriers that exist between deaf students who rely on amplification devices and interpreters in the classroom CMC also seeks to break down language and communication barriers by bringing equal access to participate through one shared mode of communication (Pandian, 2007).
The successful use of online technology depends on well designed and planned courses, infrastructure and price considerations, capacity and training in the chosen technology, local design and proper pre-testing and relative ease of access to students; one needs to understand how to tie the elements together using educational multimedia computer tools and if done so properly, interactive multimedia excels in leaving lasting impressions in the teaching and learning process (Natarajan, 2006).
References:
Gronke, S.L., & Paulus, T. (2007). The role of teacher questioning in promoting dialogic literary inquiry in computer-mediated-communication. Journal of research on technology in education. 40(2), 141-164.
Natarajan, M. (2006).Use of online technology for multimedia education . National institute of science communication and information resources. 26, 249-256.
Arnold, N. (2007).Reducing foreign language communication apprehensions with computer-mediated-communication: A preliminary study. Science direct. 35, 469-486.
Wilczenski, F.L., & Coomey, S.M. (2006). Cyber-communication: Finding its place in school counseling practice, education, and professional development. Professional school counseling , 9, Retrieved July 1, 2008, from http://web.ebcohost.comezproxy.lib.asu.edu/ehost/delivery?vid=22&hid=106&sid=5b0.
Pandian, M. ( Aug 2007). Cooperative learning incorporating computer-mediated-communication: participations, learning outcomes in a deaf education classroom. Language in India, 7, Retrieved July 1 2008, from http://web.ebcohost.com.ezproxy1.lib.asu.edu/ehost/delivery?vid=15&hid=106&sid=5b0.
Conclusion
By Alexandria Figueroa
Ultimately, CMC has changed the way students learn and has opened doors to new advancements in teaching. Education and the Internet now go hand in hand and have impacted students, teachers and schools. Technology will always be a part of education and its advances will help its growth in the industry. We have explored many aspects of how CMC impacts education. In sum, online classes have made education more accessible and convenient thus making easier to take courses. Next, CMC in education has pros and cons and ultimately affects students in different ways because of learning styles and time management. Last, CMC as an education tool has helped with language barriers, disabilities and teachers development. At any education level CMC has impacted its students and will continue to transform the quality of education. As students we have realized the importance of CMC in education and hope that this blog has helped our classmates understand its impact.
Ultimately, CMC has changed the way students learn and has opened doors to new advancements in teaching. Education and the Internet now go hand in hand and have impacted students, teachers and schools. Technology will always be a part of education and its advances will help its growth in the industry. We have explored many aspects of how CMC impacts education. In sum, online classes have made education more accessible and convenient thus making easier to take courses. Next, CMC in education has pros and cons and ultimately affects students in different ways because of learning styles and time management. Last, CMC as an education tool has helped with language barriers, disabilities and teachers development. At any education level CMC has impacted its students and will continue to transform the quality of education. As students we have realized the importance of CMC in education and hope that this blog has helped our classmates understand its impact.
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