The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.

1. COMPUTER MEDIATED COMMUNICATION (CMC)
Dr SAJEENA S.

2. COMPUTER MEDIATED COMMUNICATION (CMC)
 The prevailing paradigm in the regular school system is Computer Mediated
Communication (CMC), where the primary form of interaction is between students
and instructors, mediated by the computer.
 Computer-mediated communication (CMC) is any form of communication between
two or more individual people who interact and/or influence each other via separate
computers through the Internet or a network connection - using social software. CMC
does not include the methods by which two computers communicate, but rather how
people communicate via computers.

3.  CMC plays of course an important role in full-time distance teaching. While most
quality offers still rely on paper, videos and occasional CBT/CBL materials, there is
an increased use of e-tutoring through forums, chat rooms, video-conferencing etc.
Courses addressed to smaller groups frequently use "blended" or hybrid designs that
mix courses (usually in the beginning and at the end of a module) with distance
activities and use various pedagogical styles (e.g. drill & practise, exercises, projects
etc.).

4.  Advantages of CMC
 1. Computer mediated communication breaks down geographical barriers to communication
enabling collaboration through communication over distance.
 2. People can exchange, store, edit, broadcast, and copy any written document. They can send
data and messages instantaneously, easily, at low cost, and over long distances.
 3. Few Status and Position Cues: Software for electronic communication is blind with respect
to the vertical hierarchy in social relationships and organizations. Once people have electronic
access, their status, power, and prestige are not communicated as in face to face situations.

5.  Disadvantages of CMC
 1. Inhibitions related to computer/technology use; problems with access to the technology.
 2. More time consuming
 3. Absence of Regulating Feedback, lack of socio-emotional and nonverbal cues. In face to face
communication, head nods, smiles, eye contact, distance, tone of voice, and other nonverbal
behavior give speakers and listeners information they can use to regulate, modify, and control
exchanges.
 4. The lack of true human contact. Electronic communication tends to seem impersonal.
Communicators must imagine their audience, for at a terminal it almost seems as though the computer
itself is the audience.

6. COMPUTER SIMULATION
 Simulation is found to be the most popular form of computer-based learning environment used in
education. A simulation is an instructional strategy that offers the opportunity to learn in a realistic
environment and practice problem solving skills without danger.
 Simulation is a teaching method solidly rooted in statistical evidence that learners retain more
information by doing rather than by just reading or listening. In an educational context, a simulation is
a powerful technique that teaches about some aspect of the world by imitating or replicating it. Students
are not only motivated by simulations but also learn by interacting with them in a manner similar to the
way they would react in real situations.

7.  According to Lee (1994) “A simulation is a computer program in which it creates a
set of things through the means of a program and then relates them together though
cause and effect relationship”. Computer-based instructional simulations may be
defined as the controlled representation of real world phenomena. These instructional
methods are used when real world experiences are either unavailable or undesirable.

8.  Computer-based instructional simulation is among the most powerful educational
delivery method because computer-based instructional simulations provide situated,
authentic form of practice, feedback about performances, depictions of how a device
or system works and motivation for learning while avoiding physical danger and
constraints.
 In addition, simulations can use strategies effective for supporting student learning
about the task. When people know the accurate meaning and utility of learning
methods, they can choose the best methods for specific learning objectives.

9.  In computer-based instructional simulations, learners learn by actually performing the
activities to be learned in a context that is similar to the real world. Computer-based
instructional simulations could simplify the world in which learners solve problems,
learn procedures and come to understand the characteristics of phenomena. Computer-
based instructional simulations are useful in situations that are dangerous to operate
(e.g., flight experiments or chemical experiments), subject to failure when used
incorrectly (e.g., medical operations), costly to maintain (e.g., army training), difficult
to set up (e.g., biology experiments) or difficult to observe in operation (e.g., social-
economic phenomena). Simulations do not only motivate learners but also learn by
interacting with them in a manner similar to the way they would react in real
situations.

10. BLENDED LEARNING
 Blended learning as social software provides interesting possibilities for building collaborative learning
environments, the wireless networks allow flexibility in setting up learning environments where
needed. Connecting face-to-face teaching and learning with ICT refers to blended learning, i.e.
different ways to blend face-to-face teaching and different online tools.
 According to Garrison and Kanuka (2004), the simplest model of blended learning “is the thoughtful
integration of classroom face-to-face learning experiences with online learning experiences” aiming at
taking advantage of a synchronous face-to-face situation and the asynchronous, text-based Internet.
Typically, this means traditional face-to-face teaching or lecturing with additional materials and
learning assignments online, using different learning management systems, such as Moodle.

11.  Blended learning can be defined as an educational approach that
combines different models of face to face and distance education and
makes use of all technology types belong to educational studies. Some
different definitions can also be found in the literature. Procter (2003)
defines blended learning as an effective combination of different
education techniques, technologies and delivery modes to supply
students’ needs.

12.  Blended learning is a learning approach that contains different types of education
techniques and technologies. This learning model aims to provide more effective
education experiences by combining features and functions of well-known learning
and teaching techniques. A typical blended learning model may contain two or more
techniques with different approaches. But today it is associated with combination of
face to face education and online learning activities mostly.

13.  In this case, blended learning models allow teachers to use advantages of both face to
face education and online learning. It is possible to ensure an effective education
environment where students can benefit from online learning technologies and
interact with teachers or other students.
 Using blended learning models in educational activities can enhance students’
learning levels and optimize the seat time. Furthermore, the dropout rate can be
reduced with the support provided by teachers and other learning materials associated
with a learning management system or educational application.

14.  Blended learning is a popular learning model, which grows rapidly as a result of
improvements in education and technology. Blended learning is a learning approach
that contains different types of education techniques and technologies.
 Blended learning has many advantages, which make it more popular among teachers
and students. Some of these advantages can be listed as below:

15.  By using combination of different education techniques and technologies, blended learning can
improve students’ academic achievements.
 Blended learning can be applied to students with different learning styles and levels (Marsh, 2002).
 Blended learning allows cost savings and lowers general education expenses.
 Using various education techniques attracts more students’ attention to the course subject. By using
combination of face to face education and other education techniques, students can be allowed to
access to knowledge from anywhere until they meet face to face with teachers.

16. FLIPPED CLASSROOM
 According to Bishop and Verleger (2013) flipped classroom is a student-
centred learning method consisting of two parts with interactive learning
activities during lesson and individual teaching bases directly on computer out
of lesson. Mull (2012) defined it as a model that provides students prepare
themselves for the lesson by watching videos, listening podcasts and reading
articles.

17.  With its simplest definition flipped classroom approach is expressed as “what is done
at school done at home, homework done at home completed in class” (Sams &
Bergmann, 2014). In this approach before the course the students watch theoretical
part of lesson via multiple equipments such as online videos, presentations, learning
management systems and take notes, prepare questions about the parts that they do
not understand.
 During course they achieve supporting activities such as finding answers together to
the questions they prepared before lesson, group working, problem solving,
discussion and making an inference. Flipped classroom is an approach that transfers
learning responsibility from teacher to the student.

18.  Flipped classroom approach has four different elements. It is expressed that in order to
achieve this approach, teachers have to take these four elements into consideration
(FLN 2014). The properties of this approach which its English correspondence is
“Flip” are explained like this by referring first letters:
  F (“F”lexible Environment): It indicates provision of time and place flexibity of
learning.
  L (“L”earning Culture): In traditional teacher centered approach the source of
knowledge is teacher. In flipped classroom approach there is transition from teacher
centered approach to student centered approach.

19.   I (“I”ntentional Content): Flipped classroom educators both think about how
education is used to provide fluency and how they can develop cognitive
understanding of students.
  P (“P”rofessional Educator): The responsibility of flipped classroom educators is
more than the ones using traditional approach.

20.  Flipped classroom educators continuously observe students during the course, evaluate their
studies and make feedbacks. Flipped classroom approach is a system that provides increase
interaction time between the teacher and the student, presentation of a condition in which
students take their own learning responsibilities, transition of role of teacher into a guidance,
blending of constructivist learning with teaching method, each student taking individual
education, consistency of learning by repetition and preventing students to keep behind of
class that cannot come to class for any reason.

21.  Flipped classroom approach is not synonym with online videos, the
important point is the interactive activities done during time when teacher
and students are face to face. It is not using video instead of teacher. It is
not working unsystematically of students. It is not students spending all
course period in front of a computer. It is not a student studying alone.

22. TECHNOLOGY OF THE FLIPPED CLASSROOM
 In order to apply flipped classroom model, it is not necessary to be a professional video producer, it is
possible to use any source that explains the subject (PDFs, recorded sounds, websites). Flipped
classroom educators are not needed to prepare their own videos instead they can search lecture videos
from internet sites such as Khan Academy, YouTube or Ted, most of the educators and researchers
prefer to prepare their own videos. Some equipments that are necessary to form and broadcast lecture
videos, are presented below;
 Video forming equipments: Some of them are; Screen-Cast-O-Mattic, Camtasia PC, TechSmith Relay,
Office Mix, Adobe Presenter.

23.  Video Hosting: After forming the video, it should be placed online for access of students.
 Some of video sites are: YouTube, TeacherTube, Screencast.com, Acclaim, Google Drive.
 Video interaction Software: These are software that provide teachers to access some
information such as which student watched which lecture video, how long he watched, how he
answered the questions in the video. Some software that can be given as example are;
EduCanon, EdPuzzle, Zaption, Office Mix, Verso, TechSmith Relay, Adobe Presenter, Google
Apps for Ed Learning Management.

24.  As created videos can be sent to video hosting site, they can be presented to access by
using learning management system (LMS). LMS are not only broadcast videos, they
can also provide interaction with students. Moodle, Sakai, Blackboard, VersoApp,
Schoology, canvas, My Big Campus, Haiku Learning, Google Classroom can be
given as examples for learning management systems (LMS).

25. THE ROLE OF TEACHER
 The most important factor in flipped classroom approach is the role of the teacher.
The roles of flipped classroom educators are presented below:
  Creating learning condition based on questioning.
  Instead of transferring knowledge directly, being a guide to make learning easy.
  Making one to one interaction with students.
  Correcting misunderstandings.

26.   Individualizing learning for each student
  Using technological equipment suitable for learning condition
  Creating interactive discussion conditions
  Increasing participation of students
  Sharing lecture videos as out of class activity
  Providing feedback by using pedagogical strategies

27. THE ROLE OF STUDENT IN FLIPPED CLASSROOM APPROACH
 Student transforms from passive receiver of knowledge to active promoter of knowledge. In this
approach the roles of students are expressed below:
  Taking their own learning responsibilities
  Watching lecture videos before the course and preparing for the course by using learning materials
  Learning at his own learning speed
  Making necessary interactions with his teacher and friends, taking and giving feedback
  Participating discussions within class
  Participating team working

28. FLIPPED CLASSROOM MODELS
 In order to apply flipped classroom approach, there are different models. If the condition of class is
taken into consideration in choosing these models, the results will be more effective.
 Traditional Flipped Classroom Model: Bergmann & Sams (2012) explained traditional flipped
classroom model as “what is done at school done at home, homework done at home completed in
class”. In traditional flipped classroom approach students come to class by watching the lecture video
of previous night. The lesson starts with short questions and answers. If there are points in lecture that
are not understood, they are explained comprehensively. In the rest of time, the teacher makes activities
based on questioning and gives one to one support to students. In this kind of class structure, the
lessons are always given as lecture video format out of course period and the teacher never teach lesson
directly. Accordingly, students are given opportunity to learn by discussing.

29. ADVANTAGES
 There are many advantages of flipped classroom approach. The most important one is it increases the
interactive period within the class. By means of lecture videos the teacher uses the time for the
interaction between teacher and student rather than for teaching. Accordingly, the teacher can spare
more time to fulfil the learning and emotional demands of students. In flipped classroom approach the
students can find opportunity to discuss with their teachers which is not a possible situation in
traditional approach. The most important benefit of flipped classroom approach is to support team
working within class. Students can access lecture videos whenever and wherever they want, and it
provides students to learn at their own speed. The students that are educated with this approach are
encouraged to think both within and out of class. Flipped classroom approach provides students more
time to make inventive research.

30. LIMITATIONS
 Despite all these positive sides, in literature there are negative opinions about the method.
Students may be stubborn at the beginning and may come to class without preparation. Also,
lecture attend asynchronous classroom interactions posting. It is hard to prepare good quality
videos and it takes time. The teaching design models that are going to be applied during
approach, are limited. The obstacles that prevent the usage of approach are expressed as
students are lack of equipment such as smart phones, tablets or computers and having internet
problems. The biggest disadvantage for teachers is not preparing or broadcasting lecture videos
but preparing within class activities and integrating them to flipped classroom approach.