Some observations on student useof Electronic Communications in  second-year Biology courses        Michael A.J. Collins  ...
A. IntroductionElectronic Messaging (EM) orComputer-Mediated Communication(CMC) includes•   electronic mail•   electronic ...
B. The coursesTwo second-year university non-major,non-lab Biology courses.Offered in on-campus lecture, distanceeducation...
C. The studyDeveloped out of a study conducted in1994 and 1995 (Collins 1995, 1998).Over a three-year period (1997-1999)al...
D. Some characteristics of    student use of EM
Time of day students used  e-mail and Web forum4035302520                                        email15                  ...
While most of e-mail and Web forumuse took place during regular classhours, over 40% of the use was attimes outside of reg...
Levels of use of e-mail andmean number of e-mails by course/format 50 45 40 35 30 25                                 Level...
Students in Web-based format weremore likely to send e-mails than thosein lecture and correspondence sections.While use of...
Content analysis of e-mailsType of   Lecture   Corresp   Webe-mailAssign    21.6%     12.3%     10.5%Tests     26.7%     3...
The main use in all formats was formessages related to tests.Second major use for correspondenceand Web sections was forad...
E. Relationships between final     scores and EM use
Final course grades and e-mail   use by course and format Course   Format    Users    Non-                            user...
No clear differences between use/non-use of e-mail and mean final coursescores.An earlier exploratory study (Collins2000) ...
Final course scores and EM use            Us e r s        No n -                            us e r s   EM        M an     ...
While there was no difference betweenusers and non-users in mean finalscores for e-mail use (+0.43), there wasa slight dif...
Levels of EM use and        mean course scoresLevel     E-mail Web      All EMof use           forumV. freq    80.0    85....
For e-mail there was a relationshipbetween level of use and mean finalcourse scores, except there was no realdifference be...
For all EM very frequent had thehighest marks, then infrequent, thenfrequent, and finally non-users.Overall then there wer...
Frequency of use of e-mails  and final letter gradesLevel of use A and B C, D and F V. freq       1         0 Freq        ...
For e-mail use only students attaining‘A’s or ‘B’s were very frequent orfrequent users (n=3).Most ‘A’s and ‘B’s, and all ‘...
Frequency of use of the Webforum and final letter gradesLevel of use A and B C, D and FV. freq        2         0Freq     ...
There is a clearer relationship for Webforum use and letter grades attained.‘A’s were very frequent users, whileonly ‘A’s ...
‘A’s were more likely to be users (21 of42) than ‘B’s (12 of 29), who in turnwere more likely to be users than thelower le...
Frequency of use of all EM and      final letter gradeLevel of use A and B C, D and FV. freq        4         0Freq       ...
The relationship for all EM use is notquite as clear as for the Web forum.However, while only 27% of ‘A’s and‘B’s were non...
F. Conclusions
The use of Electronic Messaging isvirtually at all hours, allowing for “round-the-clock” dialogues as Cavalier hadsuggeste...
A surprising finding was that students inoff-campus sections were much lesslikely to use EM than on-campus orWeb course st...
‘C’s, ‘D’s, and ‘F’s are more likely to benon EM users, and if they are users tobe infrequent ones.These findings seem to ...
One way would be through the mediumof Electronic Messaging which could beparticularly useful in large lectureclasses and i...
Upcoming SlideShare
Loading in …5
×

ED-Media 2001 - Some Characteristics of Student Use of Electronic Communications in Second-Year Science Classes

360 views

Published on

Collins, M., & Barbour, M. K. (2001, June). Some characteristics of student use of electronic communications in second-year science classes. Paper presented at the annual ED-MEDIA 2001 conference, Tampere, Finland.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
360
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

ED-Media 2001 - Some Characteristics of Student Use of Electronic Communications in Second-Year Science Classes

  1. 1. Some observations on student useof Electronic Communications in second-year Biology courses Michael A.J. Collins and Michael K. Barbour Memorial University of Newfoundland, Canada
  2. 2. A. IntroductionElectronic Messaging (EM) orComputer-Mediated Communication(CMC) includes• electronic mail• electronic bulletin boards• electronic talk or chat• electronic document exchange(Zack, 1995)
  3. 3. B. The coursesTwo second-year university non-major,non-lab Biology courses.Offered in on-campus lecture, distanceeducation correspondence, and Webformats (latter 2040 only).Biology 2040 (Human Biology)Biology 2041 (Environmental Science)
  4. 4. C. The studyDeveloped out of a study conducted in1994 and 1995 (Collins 1995, 1998).Over a three-year period (1997-1999)all electronic postings (E-mail and Webforum) in Biology 2040 and 2041classes were collected and analyzed.
  5. 5. D. Some characteristics of student use of EM
  6. 6. Time of day students used e-mail and Web forum4035302520 email15 forum1050 mdt 4am 8am noon 4pm 8pm
  7. 7. While most of e-mail and Web forumuse took place during regular classhours, over 40% of the use was attimes outside of regular class hours.Supports Cavalier’s (1992) contentionthat EM supports “round-the-clockdialogue”.
  8. 8. Levels of use of e-mail andmean number of e-mails by course/format 50 45 40 35 30 25 Level of use 20 Mean # of messages 15 10 5 0 40L 40C 40W 41L 41C
  9. 9. Students in Web-based format weremore likely to send e-mails than thosein lecture and correspondence sections.While use of e-mail in the lecturesection lower than in the Web format,use in correspondence sections waseven lower - a great surprise since thiswas the students’ main method ofcommunication with the instructor!
  10. 10. Content analysis of e-mailsType of Lecture Corresp Webe-mailAssign 21.6% 12.3% 10.5%Tests 26.7% 39.8% 33.1%System 2.7% 5.3% 20.3%Content 3.8% 21.7% 9.0%Admin 16.6% 21.7% 19.5%Other 6.9% 14.8% 7.5%
  11. 11. The main use in all formats was formessages related to tests.Second major use for correspondenceand Web sections was foradministrative purposes; second majoruse for lecture sections was forassignments.Correspondence sections showedhighest percentage for content.
  12. 12. E. Relationships between final scores and EM use
  13. 13. Final course grades and e-mail use by course and format Course Format Users Non- users 2040 Lecture 77.3 76.3 2040 Corresp 74.0 76.0 2040 Web 73.9 73.7 2041 Lecture 78.4 77.0 2041 Corresp 81.9 82.5 Totals 77.0 76.2
  14. 14. No clear differences between use/non-use of e-mail and mean final coursescores.An earlier exploratory study (Collins2000) suggested that there was arelationship between Web forum useand final score. The next analysesfocus on just three Web classes whichused both e-mail and a Web forum.
  15. 15. Final course scores and EM use Us e r s No n - us e r s EM M an e n M an e n t y pe Ema i l 7 3 . 6 0 50 73. 17 41 Wb e 75. 25 40 71. 96 51 Al l 73. 80 64 72. 41 27 EM
  16. 16. While there was no difference betweenusers and non-users in mean finalscores for e-mail use (+0.43), there wasa slight difference for all EM use(+1.30).The largest difference between usersand non-users was for Web forum use(+3.29).
  17. 17. Levels of EM use and mean course scoresLevel E-mail Web All EMof use forumV. freq 80.0 85.0 80.0Freq 77.5 73.4 71.8Infreq 73.3 74.9 73.8None 73.2 72.0 72.4
  18. 18. For e-mail there was a relationshipbetween level of use and mean finalcourse scores, except there was no realdifference between infrequent usersand non-users.For the Web forum very frequent usershad the highest marks then infrequent,then frequent, and finally non-users.
  19. 19. For all EM very frequent had thehighest marks, then infrequent, thenfrequent, and finally non-users.Overall then there were no absolutelyclear relationships between thefrequency of EM use and final coursescores.
  20. 20. Frequency of use of e-mails and final letter gradesLevel of use A and B C, D and F V. freq 1 0 Freq 2 0 Infreq 39 5 None 29 12 Totals 42 20
  21. 21. For e-mail use only students attaining‘A’s or ‘B’s were very frequent orfrequent users (n=3).Most ‘A’s and ‘B’s, and all ‘C’s, ‘D’s,and ‘F’s were either infrequent users ornon-users.
  22. 22. Frequency of use of the Webforum and final letter gradesLevel of use A and B C, D and FV. freq 2 0Freq 3 0Infreq 28 7None 38 13Totals 71 20
  23. 23. There is a clearer relationship for Webforum use and letter grades attained.‘A’s were very frequent users, whileonly ‘A’s and ‘B’s were frequent users.‘C’s, ‘D’s, and ‘F’s were eitherinfrequent users or non-users.
  24. 24. ‘A’s were more likely to be users (21 of42) than ‘B’s (12 of 29), who in turnwere more likely to be users than thelower letter grades (7 of 20).
  25. 25. Frequency of use of all EM and final letter gradeLevel of use A and B C, D and FV. freq 4 0Freq 6 1Infreq 42 11None 19 8Totals 71 20
  26. 26. The relationship for all EM use is notquite as clear as for the Web forum.However, while only 27% of ‘A’s and‘B’s were non-users, 40% of the otherletter grades were non-users.
  27. 27. F. Conclusions
  28. 28. The use of Electronic Messaging isvirtually at all hours, allowing for “round-the-clock” dialogues as Cavalier hadsuggested.The numbers of students using EM varybetween courses and instructionalformats with greater percentages of theWeb course using EM.
  29. 29. A surprising finding was that students inoff-campus sections were much lesslikely to use EM than on-campus orWeb course students.There does appear to be a relationshipbetween EM use/non-use and finalletter grades with ‘A’s and ‘B’s morelikely to be users, and to be veryfrequent or frequent users.
  30. 30. ‘C’s, ‘D’s, and ‘F’s are more likely to benon EM users, and if they are users tobe infrequent ones.These findings seem to confirmChickering and Gamson’s assertion that“interaction” is a key mechanism inenhancing learning, if student use ofEM can be interpreted as a form ofinteraction.
  31. 31. One way would be through the mediumof Electronic Messaging which could beparticularly useful in large lectureclasses and in distance educationsettings.

×