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.