Students in a distance education social work course used computer-mediated communication primarily for practical purposes rather than academic enrichment. Distant students were more likely than on-campus students to use email and the class listserv. A content analysis of 369 student messages found that the most common topics were requests for individual exam results and grades. A survey found that students reported increased competence in using CMC and expressed positive opinions about its use as a technological support for distance education.
The document defines distance education according to Desmond Keegan's five defining criteria: 1) separation of teacher and learner, 2) influence of an educational organization, 3) use of technical media, 4) two-way communication, and 5) separation of learning groups. It discusses revisions to the criteria by other scholars and how advances in technology have impacted distance education. The document also differentiates several related concepts like correspondence education, home study, external studies, and open/flexible/distributed/online/eLearning/mLearning/blended learning.
This study compared student learning outcomes and perceptions in a face-to-face undergraduate course versus a web-based version of the same course. Students were randomly assigned to the two sections. Results found that test scores were equivalent between the groups, but final grades were lower in the online section due to more incomplete assignments. Classroom interaction analysis revealed significant differences between the two formats. While student perceptions of the course and instructor were above average for both, the face-to-face group rated them statistically higher. The study suggests the in-person experience may motivate students more and provide information about the instructor not available online.
Student perceptions on language learning in a technological environmentgadislekio12345
Students perceived the instructor to play an important role in the technology-enhanced language learning environment. They saw the instructor as facilitating their learning and providing guidance. While students found the technological resources and activities accessible and engaging, some were divided on the effectiveness of individual components. Overall, students believed their cultural knowledge, reading, listening, and independent learning skills improved with the technology, but it had mixed effects on their interest and motivation. The study provides implications for developing effective technology-enhanced instruction programs.
1. Distance education emerged in response to advances in technology that allowed for new ways of delivering education outside traditional campuses.
2. Key definitions of distance education emphasize the physical separation of learners and teachers, with communication facilitated through various media.
3. Effective distance education requires two-way interaction between learners and teachers, in addition to well-designed learning materials.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
The document discusses the educational relationship in distance education and the importance of interaction. It defines three types of interaction: learner-content interaction, learner-instructor interaction, and learner-learner interaction. Effective interaction is key to student engagement and achievement in distance learning. New technologies allow for two-way interaction between students and instructors as well as student-to-student interaction. Distance tutors play an important role in facilitating interaction and supporting learners.
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
The document defines distance education according to Desmond Keegan's five defining criteria: 1) separation of teacher and learner, 2) influence of an educational organization, 3) use of technical media, 4) two-way communication, and 5) separation of learning groups. It discusses revisions to the criteria by other scholars and how advances in technology have impacted distance education. The document also differentiates several related concepts like correspondence education, home study, external studies, and open/flexible/distributed/online/eLearning/mLearning/blended learning.
This study compared student learning outcomes and perceptions in a face-to-face undergraduate course versus a web-based version of the same course. Students were randomly assigned to the two sections. Results found that test scores were equivalent between the groups, but final grades were lower in the online section due to more incomplete assignments. Classroom interaction analysis revealed significant differences between the two formats. While student perceptions of the course and instructor were above average for both, the face-to-face group rated them statistically higher. The study suggests the in-person experience may motivate students more and provide information about the instructor not available online.
Student perceptions on language learning in a technological environmentgadislekio12345
Students perceived the instructor to play an important role in the technology-enhanced language learning environment. They saw the instructor as facilitating their learning and providing guidance. While students found the technological resources and activities accessible and engaging, some were divided on the effectiveness of individual components. Overall, students believed their cultural knowledge, reading, listening, and independent learning skills improved with the technology, but it had mixed effects on their interest and motivation. The study provides implications for developing effective technology-enhanced instruction programs.
1. Distance education emerged in response to advances in technology that allowed for new ways of delivering education outside traditional campuses.
2. Key definitions of distance education emphasize the physical separation of learners and teachers, with communication facilitated through various media.
3. Effective distance education requires two-way interaction between learners and teachers, in addition to well-designed learning materials.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
The document discusses the educational relationship in distance education and the importance of interaction. It defines three types of interaction: learner-content interaction, learner-instructor interaction, and learner-learner interaction. Effective interaction is key to student engagement and achievement in distance learning. New technologies allow for two-way interaction between students and instructors as well as student-to-student interaction. Distance tutors play an important role in facilitating interaction and supporting learners.
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
The Theory of Independent Study and Transactional Distance twinchandler
Michael Moore developed transactional theory with Charles Wedemyer in the early 1970s to focus on how three variables impact independent study programs: learner autonomy, dialog, and structure. Transactional theory examines the amount of independence learners have, the extent of interaction between learners and educators, and how responsive a program is to meeting learners' needs through objectives, implementation, and evaluation. Programs can vary from more autonomous and structured to less autonomous and structured depending on these three factors.
This study examined collaborative learning among postgraduate students in an online MBA program. The researcher observed how groups used computer-mediated communication and perceived its effects on their learning. Qualitative data was collected through interviews and analysis of electronic communications. The results showed that collaborative learning occurred as students communicated different perspectives, provided feedback, and negotiated understanding electronically. The conclusions were justified based on evidence from participant quotes and the theoretical framework of social constructivism.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
1) The document discusses a study examining the online behavior of 275 college students in response to an online task.
2) Response times suggest students viewed the task as a chore rather than an extension of their normal online activities.
3) Completion rates also indicate most students are not yet receptive to online tasks in the classroom.
This document summarizes a study that examined student perceptions of synchronous distance education courses delivered via video conferencing. The study found that student perceptions changed during and after the course. Initially, students did not have much information about synchronous distance education and had some preconceptions. However, as the course progressed and students experienced the opportunities it provided, their perceptions became more positive. The main technical problems identified were disconnections, sound issues, and limited camera angles, which distracted students. Non-technical factors like the teacher, environment, course duration and type also impacted student perceptions.
Modern Distant Education through Multi media adoptionDr. Bill Butler
This document discusses improving effectiveness in distance education through multi-media tools. It identifies a lack of research establishing how to deliver online courses according to different learning styles. The author reviews past literature to identify five standard measures of effectiveness: 1) graded assignments, 2) participation in online discussions, and 3) demonstrated knowledge through instructor interaction. However, the emergence of multimedia tools requires considering additional areas: 4) course presentation according to learning styles and 5) determining course structure using multimedia. The author argues that while past research focused on text-based delivery and limited interaction, modern tools change the paradigm, and their effectiveness on student learning styles needs to be studied.
Distance education provides instruction to students who are separated from the teacher by location. It has grown substantially in recent years and now accounts for 15% of students in some Midwestern states. Effective distance education requires carefully designed instruction, interaction between students and teachers, and assessment of specific learning outcomes. While some view chemistry as difficult to teach at a distance, advances in technology have increased opportunities for distance delivery of courses.
This study examined the impact of computer-assisted instruction (CAI) on language arts scores as measured by standardized tests. 76 students were divided into two groups based on their initial language arts scores - one group spent 6 hours per week using CAI while the other spent 3 hours. All students took standardized tests three times over an academic year. The first period incorporated CAI, while the second period removed CAI access. Statistical analysis found no significant difference in scores between the groups or periods. However, the data showed a possible trend of improved scores when CAI was used and a lessening of score differences between groups over time, suggesting CAI may have a positive impact on language arts achievement.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Student Engagement and Computer-Based Technologiesjdw777
This document analyzes how computer-based technologies impact student engagement. It reviews literature on the topic and identifies four main sub-themes: 1) Technologies enhance communication between students and instructors. 2) Technologies can motivate students by making learning more convenient and interactive. 3) Students have positive attitudes towards technologies. 4) Technologies increase convenience by allowing flexible access to course content. The conclusion is that technologies generally foster greater student engagement if implemented properly.
This document discusses blended learning and learners' satisfaction with this approach. It begins by outlining some of the key principles of blended learning, including reinforcement of teaching, social communication, and cost effectiveness. It then provides a brief history of blended learning, noting some early studies in the 2000s. The document goes on to discuss students' satisfaction with blended learning in several studies, finding that students preferred blended courses and found them more engaging and collaborative. It concludes by noting that blended learning can foster students' motivation and that studies have shown higher senses of community in blended courses compared to fully online or face-to-face courses alone.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
This document summarizes a study that examined English as a foreign language students' motivation levels towards using computer-assisted language learning. The study involved 126 students who completed a questionnaire measuring their motivation. The results showed that most students had high motivation levels and that motivation was significantly correlated with how important students felt learning English was. However, motivation was not significantly correlated with other factors like age, gender, parents' education levels, or computer experience. The study concluded that integrating computers into language learning can be effective for motivating students, as beliefs about a language's importance strongly influence motivation levels.
This document discusses distance education and e-learning options for adult basic education and English language learners. It finds that e-learning expands opportunities for learners by allowing flexible scheduling and serving more students. However, e-learning requires self-directed learners and instructors must address individual needs through frequent communication and interaction. Successful programs provide orientation, blended learning, and technical support to help learners engage in distance education.
The document discusses the theory of cooperative freedom in distance education. It proposes that distance education programs should provide students with high levels of freedom in six dimensions: time, space, pace, medium, access, and content. This freedom allows students to be self-directed in their learning. However, complete freedom can be difficult to achieve and must be balanced with cooperation and resources. An ideal distance education program according to this theory would provide flexible, affordable options that combine individual freedom with collective learning opportunities.
Distance Learning-Strengths, Weaknesses and Future Applicationsmhonjo1
Distance learning has existed since the 1800s but saw improvements in the 1960s-1980s with the introduction of audio/visual technologies. A SWOT analysis reveals strengths like flexibility and accessibility but also weaknesses such as high costs and limited interaction. The document discusses characteristics of successful distance learners and educators, and opportunities/threats regarding new technologies and engagement.
Social Media Use in Teaching: Results from a questionnaire on use in HESHU Learning & Teaching
The document summarizes the results of a questionnaire on the use of social media in higher education teaching. 333 instructors responded to questions about their use of social media both in general and for a specific course. Key findings include:
- The most useful social media tools for teaching reported were blogs, Twitter, YouTube, and Facebook.
- Social media is primarily being used to share content, facilitate discussion, organize course materials, and promote peer interaction/collaboration.
- Barriers to using social media in teaching included lack of time to learn/implement social media and ethical concerns around privacy and commercialization.
The Theory of Independent Study and Transactional Distance twinchandler
Michael Moore developed transactional theory with Charles Wedemyer in the early 1970s to focus on how three variables impact independent study programs: learner autonomy, dialog, and structure. Transactional theory examines the amount of independence learners have, the extent of interaction between learners and educators, and how responsive a program is to meeting learners' needs through objectives, implementation, and evaluation. Programs can vary from more autonomous and structured to less autonomous and structured depending on these three factors.
This study examined collaborative learning among postgraduate students in an online MBA program. The researcher observed how groups used computer-mediated communication and perceived its effects on their learning. Qualitative data was collected through interviews and analysis of electronic communications. The results showed that collaborative learning occurred as students communicated different perspectives, provided feedback, and negotiated understanding electronically. The conclusions were justified based on evidence from participant quotes and the theoretical framework of social constructivism.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
1) The document discusses a study examining the online behavior of 275 college students in response to an online task.
2) Response times suggest students viewed the task as a chore rather than an extension of their normal online activities.
3) Completion rates also indicate most students are not yet receptive to online tasks in the classroom.
This document summarizes a study that examined student perceptions of synchronous distance education courses delivered via video conferencing. The study found that student perceptions changed during and after the course. Initially, students did not have much information about synchronous distance education and had some preconceptions. However, as the course progressed and students experienced the opportunities it provided, their perceptions became more positive. The main technical problems identified were disconnections, sound issues, and limited camera angles, which distracted students. Non-technical factors like the teacher, environment, course duration and type also impacted student perceptions.
Modern Distant Education through Multi media adoptionDr. Bill Butler
This document discusses improving effectiveness in distance education through multi-media tools. It identifies a lack of research establishing how to deliver online courses according to different learning styles. The author reviews past literature to identify five standard measures of effectiveness: 1) graded assignments, 2) participation in online discussions, and 3) demonstrated knowledge through instructor interaction. However, the emergence of multimedia tools requires considering additional areas: 4) course presentation according to learning styles and 5) determining course structure using multimedia. The author argues that while past research focused on text-based delivery and limited interaction, modern tools change the paradigm, and their effectiveness on student learning styles needs to be studied.
Distance education provides instruction to students who are separated from the teacher by location. It has grown substantially in recent years and now accounts for 15% of students in some Midwestern states. Effective distance education requires carefully designed instruction, interaction between students and teachers, and assessment of specific learning outcomes. While some view chemistry as difficult to teach at a distance, advances in technology have increased opportunities for distance delivery of courses.
This study examined the impact of computer-assisted instruction (CAI) on language arts scores as measured by standardized tests. 76 students were divided into two groups based on their initial language arts scores - one group spent 6 hours per week using CAI while the other spent 3 hours. All students took standardized tests three times over an academic year. The first period incorporated CAI, while the second period removed CAI access. Statistical analysis found no significant difference in scores between the groups or periods. However, the data showed a possible trend of improved scores when CAI was used and a lessening of score differences between groups over time, suggesting CAI may have a positive impact on language arts achievement.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Student Engagement and Computer-Based Technologiesjdw777
This document analyzes how computer-based technologies impact student engagement. It reviews literature on the topic and identifies four main sub-themes: 1) Technologies enhance communication between students and instructors. 2) Technologies can motivate students by making learning more convenient and interactive. 3) Students have positive attitudes towards technologies. 4) Technologies increase convenience by allowing flexible access to course content. The conclusion is that technologies generally foster greater student engagement if implemented properly.
This document discusses blended learning and learners' satisfaction with this approach. It begins by outlining some of the key principles of blended learning, including reinforcement of teaching, social communication, and cost effectiveness. It then provides a brief history of blended learning, noting some early studies in the 2000s. The document goes on to discuss students' satisfaction with blended learning in several studies, finding that students preferred blended courses and found them more engaging and collaborative. It concludes by noting that blended learning can foster students' motivation and that studies have shown higher senses of community in blended courses compared to fully online or face-to-face courses alone.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
This document summarizes a study that examined English as a foreign language students' motivation levels towards using computer-assisted language learning. The study involved 126 students who completed a questionnaire measuring their motivation. The results showed that most students had high motivation levels and that motivation was significantly correlated with how important students felt learning English was. However, motivation was not significantly correlated with other factors like age, gender, parents' education levels, or computer experience. The study concluded that integrating computers into language learning can be effective for motivating students, as beliefs about a language's importance strongly influence motivation levels.
This document discusses distance education and e-learning options for adult basic education and English language learners. It finds that e-learning expands opportunities for learners by allowing flexible scheduling and serving more students. However, e-learning requires self-directed learners and instructors must address individual needs through frequent communication and interaction. Successful programs provide orientation, blended learning, and technical support to help learners engage in distance education.
The document discusses the theory of cooperative freedom in distance education. It proposes that distance education programs should provide students with high levels of freedom in six dimensions: time, space, pace, medium, access, and content. This freedom allows students to be self-directed in their learning. However, complete freedom can be difficult to achieve and must be balanced with cooperation and resources. An ideal distance education program according to this theory would provide flexible, affordable options that combine individual freedom with collective learning opportunities.
Distance Learning-Strengths, Weaknesses and Future Applicationsmhonjo1
Distance learning has existed since the 1800s but saw improvements in the 1960s-1980s with the introduction of audio/visual technologies. A SWOT analysis reveals strengths like flexibility and accessibility but also weaknesses such as high costs and limited interaction. The document discusses characteristics of successful distance learners and educators, and opportunities/threats regarding new technologies and engagement.
Social Media Use in Teaching: Results from a questionnaire on use in HESHU Learning & Teaching
The document summarizes the results of a questionnaire on the use of social media in higher education teaching. 333 instructors responded to questions about their use of social media both in general and for a specific course. Key findings include:
- The most useful social media tools for teaching reported were blogs, Twitter, YouTube, and Facebook.
- Social media is primarily being used to share content, facilitate discussion, organize course materials, and promote peer interaction/collaboration.
- Barriers to using social media in teaching included lack of time to learn/implement social media and ethical concerns around privacy and commercialization.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
Dr. Sebahattin Ziyanaki is Assistant Professor of Sociology at The University of Texas of the Permian Basin. Dr. Ziyanak has established a reputation as a researcher and professor. Published by NATIONAL FORUM JOURNALS. - National FORUM of Applied Educational Research Journal. Dr. William Allan Kritsonis is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Effective distance education programs require careful planning focused on student needs and course requirements. They rely on consistent efforts from students, faculty, staff, and administrators. Research shows distance students can perform as well as or better than campus students when instructors are well-organized and encourage interaction. A mix of print, video, computer conferencing, and other technologies is typically used depending on instructional needs. Distance education can effectively serve more learners when methods and technologies are appropriately matched to tasks.
Distance education originated in Germany in the 19th century and has been defined in various ways. It involves the separation of teacher and learner, use of technology to facilitate communication, and provision of student support services. Theories of distance education include independence and autonomy of the learner, industrialization of teaching, and emphasis on interaction and communication. Early distance education aimed to increase access to education for those with jobs and families through flexible, self-paced learning that uses a variety of media.
Distance Education and Online Learning Design Options by Frankie A. FranFrankie Fran
This presentation is all about distance education and online learning design options. This is based on the article about online learning and emergency remote teaching. Basic definitions were also presented based on UPOU's Learning Material for Foundations of Distance Education.
Note: Photos in the PowerPoint Presentation are not mine.
Educational technology mdia method in teaching and learning progressAziz Ahmad
This document summarizes a study that evaluated the effectiveness of using educational technology media to teach Jawi script in primary schools in Malaysia. A group of 52 students were taught Jawi both with traditional methods and with educational technology media methods. Test results found that using educational technology media led to a greater improvement in student performance and understanding of Jawi, with over 63% of students increasing their scores, compared to 42% with traditional teaching. The study concludes that educational technology stimulates more effective learning and improves student engagement and interactive learning.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This document discusses the impact of communication technology (CMC) on young students and teachers in the United States. It provides background on the author's personal experiences with classroom technology as a student. The author's research question examines the impact of technology on communication between younger students and teachers. The document then provides reasons why CMC is becoming increasingly popular in schools, such as preparing students for the future and supporting changes in school structures. Both positive and negative impacts of CMC on students and teachers are discussed, including increased motivation but also potential for superficial discourse. The conclusion is that while technology impacts students and teachers both positively and negatively, it is an important skill for young students to learn given its role in modern communication and the workforce.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
MathAMATYC Educator Vol 6 No 2 Feb 2015: Technology--The Past The Present and...Fred Feldon
This document discusses the past, present, and future of technology use in mathematics education. It describes how technology has evolved from slide rules to calculators to computers and online learning. It discusses how organizations like AMATYC have recognized the importance of technology in teaching mathematics. It predicts that in the future, technology will increasingly replace direct content delivery, but human teachers will still be needed to foster engagement, provide individual attention, and create a supportive learning environment.
Young American students are increasingly using communication technologies in schools. While college students have been more studied, communication technologies are also impacting younger students. Younger students primarily use technologies like PowerPoint, computers, smart boards, and projectors in the classroom in asynchronous ways by communicating with teachers through email. Both positive and negative impacts on student communication and motivation have been found. Teachers are also impacted as they integrate new technologies into lessons while maintaining standards. Studies show technology can positively influence student attitudes and learning if implemented properly. Overall, communication technologies are becoming more widely used with younger students as skills are needed for their future, but personal interaction remains important for young learners.
This document summarizes an article that proposes two frameworks for online education success. The first framework is for course instructors to balance instructional events, learner interactions, and technologies. The second framework is for administrators to create a simple, stable, sustainable, and scalable technology infrastructure that enables important learner interactions. The frameworks are intended to facilitate constructive dialogues between instructors and administrators regarding technology-related decisions and support for online courses.
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
This document discusses the increasing use of communication and media technologies (CMC) in classrooms for younger American students. It provides personal experiences using technologies like PowerPoint and smartboards. Reasons for introducing technology include supporting thinking, motivation, equity, and preparing students for the future. Asynchronous learning allows students to contact teachers at any time, having a positive impact. Studies show technology use in math and language classes was beneficial. While CMC impacts both positively and negatively, it is increasingly part of education as students need technology skills. Interpersonal communication via email between individual students and teachers occurs most with young students.
Interaction on distance education in virtual social networks a case study wit...Carolina Schmitt Nunes
Reference:
NUNES, CAROLINA SCHMITT; Palomino, Cecilia Giuffra ; NAKAYAMA, Marina Keiko ; Silveira, Ricardo Azambuja . Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook. In: Mauro Caporuscio; Fernando De la Prieta; Tania Di Mascio; Rosella Gennari; Javier Gutiérrez Rodríguez; Pierpaolo Vittorini. (Org.). Advances in Intelligent Systems and Computing. 1ed.Berlin: Springer International Publishing, 2016, v. 478, p. 61-70.
Ethel the nursing curriculum in the information ageethelOcana
This document discusses nursing education in the information age and accessible, effective distance learning. It provides a brief history of distance education from correspondence courses to modern computer and internet-based learning. Key points covered include different educational platforms for online learning, strategies and support for distance learners and faculty, and the role of nursing informatics in preparing nurses for the digital future of healthcare.
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The document discusses various measures of variability and statistical analysis that can be used to analyze data, including range, standard deviation, z-scores, quartile deviation, and correlation. It also provides examples of how to calculate these measures, such as calculating the range by subtracting the lowest score from the highest, and how to interpret the results, like higher standard deviation indicating more variation in the data. The document also covers topics like grades, grading systems, and guidelines for effective grading.
The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.
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This document contains instructions and templates for students to complete several activities related to assessment and evaluation of learning. The activities include:
1) Interviewing a teacher about the assessment tools used and school policies.
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This document outlines a table of specifications for a Reading and Writing class at Don Bosco Technical Institute of Makati for the first term of the 2019-2020 academic year. It details three intended learning outcomes, the associated content, number of hours, assessment level and type, and number of items and points for each outcome. The three outcomes cover identifying text features across disciplines, determining textual evidence to validate claims, and identifying features of professional correspondence.
This document appears to be a reading comprehension exam for a Grade 11 final examination. It contains multiple choice questions about research methods, APA style citations, and writing professional correspondence such as resumes, cover letters, and business letters. The first section focuses on research methods and includes questions about surveys, literature reviews, and research agendas. The second section focuses on APA citation style and includes identifying correct citations and references. The third section focuses on elements of professional correspondence like resumes and cover letters. The final section instructs students to write one sample of professional correspondence.
The document discusses different types of curriculum:
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3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
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1. Students' Use of Computer-Mediated
Communication in a Distance Education Course
Miriam McNown Johnson
University ofSouthCarolina
Marie Thielke Huff
Western Carolina University
Objectives: Theauthors wereinterestedinhowandwhystudents usecomputer-mediatedcommu-
nication (CMC). Method: Electronic messages sentby 76 socialworkstudents enrolled ina dis-
tanceeducationcoursewereexamined. Responsestoasurveywithregardtotheusefulnessofthese
technologies werealsoanalyzed. Results: Students attending atdistantsitesweremorelikelythan
on-campus students tousebothe-mailandthecourse listserv. Students usedthetechnology more
oftenfor practical reasons thanfor academic enrichment. At the end of the term theyreported
increased competence in usingCMCandexpressedpositiveopinions aboutthesetechnological
supports. Conclusions: CMCpresentsapartialremedyfortherealandperceivedisolation ofstu-
dentstakingclassesat distantsites. It doesnot,however, automatically augmentlearning.
Distance education, defined as education or training courses delivered to
off-campus sites via audio, video, or computertechnologies, is being increas-
ingly used in institutes of higher learning. Based on the results of a 1995
national survey, the National Center for Education Statistics (Department of
Education, 1997) reports that there were an estimated 753,640 students for-
mally enrolled in distance education courses in the 1994-1995 academic
year. A third of higher education institutions reported offering some type of
distance education courses, and another quarter planned to offer distance
education within the next 3 years. The majority (81%) of institutions used
distance education primarily for undergraduate students, whereas 34% used
it for graduate students. A Department of Education survey (1997) indicates
that distance education courses were delivered via two-way interactive video
Authors' Note: Correspondence may be addressed to Miriam Johnson, College of Social Work.
302 DeSaussure, University of South Carolina, Columbia, SC 29208; e-mail: miriam.
johnson@sc.edu. An earlier version of this article was presented at the Information Technol-
ogies for Social Work Education and Practice Conference in Charleston, South Carolina on
August 22,1998.
Researchon SocialWorkPractice,Vol. 10No.4. July 2000 519-532
C 2000SagePublications. Inc.
519
2. 520 RESEARCH ON SOCIAL WORK PRACfICE
by 57% of the institutions surveyed, whereas 52% of schools used one-way
prerecorded video.
The use of distance learning has also grown within schools of social work.
Siegel, Jennings, Conklin, and Flynn (1998) report that 16% of schools sur-
veyed use some type of distance learning. According to the Siegel et al. study,
the courses offered most frequently through distance education in schools of
social work were human behavior and the social environment, social welfare
history and policy, and research courses.
With an expansion in the use of this teaching modality, educators are
searching for ways to reduce students' feelings of isolation by increasing
interaction among students and between students and instructors (Huff,
1998). Both students and faculty seem to prefer being able to interactdirectly
with each other and reportedly miss this convenience in distance education
classes (Dillion, 1989; Fast, 1995).
Lack of interaction among students and between students and instructors
can negatively affect student learning. The literature supports the value of
learner-learner and learner-instructor interactions and the importance of
these interactions to students in the traditional classroom (Brookfield, 1987,
1987; Knowles, 1990; Meyers & Jones, 1993). Other studies support the pos-
itive effect of interaction in the distance education setting (McGiven, 1994;
Shale & Garrison, 1990; Wagner, 1993). Moore (1989) states that
learner-learner interaction may be the most challenging type of interaction to
implement in distance education. Moore contends that this type of interaction
is a valuable element of student learning, and that the ability to work in
groups is a necessary skill in modern society.
Whereas students in traditional settings can easily interact with their
instructors and peers, these same types of interactions must be carefully
planned and structured by teachers of distance education (Parker, 1997). The
use of computer-mediated communication (CMC) such as electronic mail
(e-mail) and a class listserv in distance education courses are two ways to
increase student interactions, making the students active participants in their
own learning.
E-mail uses computer text-processing and communication tools to pro-
vide a high-speed information exchange service. The e-mail software on a
computer system enables one computer user to communicate with another
user or group of users by moving text from one computer mailbox to another.
E-mail does not require users to be logged on to the computer system at the
same time; communication is asynchronous, or nonsimultaneous. Individ-
uals may post (send) messages at any time and, on logging on, the intended
receivers are advised that a message is waiting. E-mail requires minimal
computer literacy.
3. Johnson, Huff I COMPUTER-MEDIATED COMMUNICATION 521
D'souza (1992) lists the following potential educational applications of
e-mail:
(a) replyingto queries and requestsfrom studentswith regardto course con-
tent;(b)providingadviceandguidance; (c)helpingstudentstosolveproblems
in understanding the subject matter of a course; (d) servingas a mediumof
transmission forsendinginhomework andreturningtestresults;(e)discussing
projects and work with a tutor; (t) bringing studentstogetherin accordance
withtheirinterestsandneeds;and(g)encouraging teamprojectsandsettingup
self-helpgroups.(p. 23)
Flynn (1987) suggests that e-mail is particularly beneficial
inalearningenvironment populatedbypersonsonthemovewhohaveavariety
of competingcommitments. Studentstodayoftencommutelargedistancesfor
educationand trainingon a part-timebasisor whileholdingdowna full-time
job. Traditionalmethodsanchoredin the classroomare insufficient. (p. 18)
What he is describing, of course, is the typical student enrolled in a distance
education class.
A listserv is defined as an e-mail program that allows multiple computer
users to connect onto a single system and have on-line discussions. Students
first subscribe to the listserv via their e-mail system. When they type a mes-
sage into a computer and send it to the listserv, the message is distributed
automatically to all of the subscribers. Students can log on at convenient
times and places (typically home, work, or school computer lab) and receive
all previously posted messages. They can choose to ignore or read each mes-
sage and can choose to reply by sending a message to all subscribers or by
responding only to individual members at their e-mail addresses.
CMC has been used as an aid for distance education (Mason & Kaye,
1989; Romiszowki & de Haas, 1989) to foster a sense of community among
students, encourage group interaction, and extend discussion beyond class
time (Folaron, 1995; Karayan & Crowe, 1997; Latting, 1994); to facilitate or
enhance student-instructor contact (D'souza, 1991, 1992; Latting, 1994);
and to simulate a policy debate (Flynn, 1987). Most instructors report suc-
cessful experiences, with some notable exceptions (e.g., see Latting, 1994).
New technologies such as those described above offer numerous opportu-
nities for students and educators. Sliwa (1994) suggests that instructors
should resist the temptation to embrace all available technology without
question. Educators are encouraged to accept only those strategies that
improve the quality of learning and to carefully evaluate any technological
tools they choose to use in the classroom. The successful diffusion of an
4. 522 RESEARCH ON SOCIAL WORK PRACTICE
innovation throughout a social system begs the question of whether it has
desirable effects (Rogers, 1983). Studies are hindered by the fact that most
researchers interested in the topic share a pro-innovation bias, that there is a
tendency for diffusion research to side with the change agencies that promote
innovations rather than with the audience ofpotential adopters, that conven-
tional attitude surveys fail to measure outcomes, and that often consequences
are confounded with other effects (Rogers, 1983). The emphasis must remain
on effective teaching and learning rather than solely on the technology itself.
In accordance with this, the objectives of this study were to analyze the stu-
dents' actual use of e-mail and the class listserv in addition to eliciting their
perceptions of the effectiveness of those technologies for distance education
classes.
METHODS
Students
The study was conducted in a graduate-level social work program in a
large public university in the southeastern United States. The study popula-
tion consisted of 76 first-year, part-time students enrolled in distance educa-
tion courses in the 1997-1998 academic year. Thirty of the students experi-
enced live instruction, attending class in the studio on campus. The other 46
attended at 12 other sites throughout the state.
Instructional Methods
Students at the distant sites could see the instructor on television monitors
and could hear her and the students present in the studio. They could call in to
the studio with questions and comments via an 800 number, but the instructor
and on-site students could not see them. All classes met during an evening for
two hours a week for 15 weeks, plus three additional Saturdays. Distant stu-
dents were required to be present on campus for those 3 Saturdays for the
course introduction, the midterm exam, and the final exam.
Almost all of the students took two distance education courses in the fall
semester and two in the spring. One of the fall semester courses, Social Wel-
fare Policy, was taught by the second author ofthis study. She used a listserv
in her course and also assigned e-mailjournal partners to facilitate interaction
between students. One of the spring semester courses, Human Behavior, was
taught by the first author. She used a class listserv to post her lecture outline
and study questions every week. Ten percent of the semester grade for this
5. Johnson.HuffI COMPUTER-MEDIATED COMMUNICATION 523
course was based on class attendance and participation. Students could
enhance their participation scores either by speaking up during class and/or
by sending messages to the class listserv. The instructor offered no guidelines
on what constituted an unacceptably low level ofparticipation. Both ofthese
instructors provided students with information on how to reach them by
phone as well as bye-mail. Neither of the instructors for the other two
required courses expected the students to use CMC as part of their class
requirements.
Research Design
The authors were interested in how their students used e-mail and the
listserv within the context ofthe classes and their opinions about these CMC
techniques. They analyzed the content of the e-mail and listserv messages
generated by students during the spring semester as well as the results of a
survey administered to students at the end ofthe spring semester. The follow-
ing research questions were addressed:
Were there differences betweenthe distant and campus students in the level of
theiruse of CMC?
For what purposes did the students use the class listserv and e-mail in these
courses?
Whatwerethe students' opinionsof theircompetencies withregardto theircom-
puterskillsat thebeginningof theirstudiesandaftertwo semestersof experi-
ence with CMC? Werethere differences betweenthe on-campusand distant
studentgroups?
Whatwerethestudents'opinionsaboutthistechnology withinthecontextofthese
foundation-year courses?
Outcome Measures
The authors compiled all CMC related to the spring semester course that
were received by the instructor. (E-mail transmissions exchanged directly
between students were not available for analysis.) The transmissions were
sorted by source (e-mail or listserv) and sender (university system, distant
student, or campus student) and tallied to answer the first question.
To answer the second question. the texts of the transmissions were down-
loaded and printed in a single document totaling more than 650 pages. The
transmissions were then coded for message content. After the first author
completed the process, one fourth (97) of the messages were randomly
selected and then independently coded by the second author. resulting in an
interrater agreement rate of 90.7%.
6. 524 RESEARCH ON SOCIAL WORK PRACflCE
To answer the remaining two questions, the authors developed a survey
instrument based on their research questions and on student comments
shared earlier in the semester via the class listserv. Surveys were mailed to
students, along with prescribed routine course evaluation forms, via the
postal service a week before the end of the course. Students were asked to
bring the completed instruments with them to the final class meeting on cam-
pus and put them in boxes at the back of the lecture hall so that their anonym-
ity was preserved.
RESULTS
Description of Participants
As noted previously, there were 30 students attending on campus and 46 at
distant sites. The majority were White (n =46, 60.5%) and female (n =65,
85.5%). Almost all were part-time students who held full-time jobs. Based on
analysis of responses to the survey, there were no significant differences
between the groups with respect to ethnicity, 'l (4) =5.96,p> .05, gender, X
2
(I) =2.49, P> .05, work schedule (full- or part-time), Fischer's exact test, p >
.05, or student enrollment status (full- or part-time), Fischer's exact test, p >
.05. Students attending on campus had a mean age of 33.80 years (SD =9),
whereas students attending at distant sites had a mean age of 33.71 (SD =
10.45); a t test indicated this was not a significant difference.
Content Analysis of CMC
Sources of transmissions. Of the 442 course-related transmissions
received between January and June, 45 were from the system (with regard to
messages sent successfully, message delivery failures, and regular monitor-
ing reports), 27 were sent by the university's listserv coordinator (who pro-
vided Iistserv instructions and/or suggested solutions to problems experi-
enced by the instructor or students), and one was an e-mail from a third party
with regard to a student who had been involved in a car accident. The remain-
ing 369 transmissions were generated by students. Of those transmissions,
274 (74%) came via individual e-mail to the instructor, and 95 (26%) were
shared with the instructor and classmates via the listserv. Only 58 (15.7%) of
the 369 transmissions came from campus students, even though 39% of the
students enrolled in the course attended class on campus. The average num-
ber ofmessages received from distant students and campus students was 6.5
7. Johnson.HuffI COMPUTER-MEDIATED COMMUNICATION 525
and 2.0, respectively. This difference was statistically significant, t (74) =
3.34,p =.001); theproportion ofvariance explained (PVE) was.13,reflecting
a mediumeffect-size (Lipsey, 1990). Seventeen studentssent no transmis-
sions at all; 16of thosestudents attendedclass on campus. Another 11 stu-
dentssent only 1messageeach.Of the total 369studenttransmissions, 264
(71.5%of the total) weresent by only 10students, all of whomviewed the
classfromdistantsites.Thehighestnumberoftransmissions received froma
singlestudentwas 37.
Topics. Themanifestcontentofthestudents' messages wascodedinto 14
topic categories as follows: logistics or housekeeping (e.g., requests for
information about the class meetings, pleas for extensions on due dates),
questionsabout the assignments (e.g., selecting a topic for the term paper,
APAstyle),actualassignments (papers) sentviae-mail,requestsforindivid-
ualexamresultsandgradereports, problems withthelistserv, problems with
e-mail, acknowledgment of messages or information received, comments
related to class content,requests to classmates for assistance, information
sharing(aboutcourse-related eventsinthe newsor outsideresources), com-
mentsaboutthatoutsideinformation, comments withregardtothelistservin
responseto a request for input from the researchers, unsolicited comments
andevaluative feedback offeredto thecourseinstructorand guestlecturers,
andduplicatetransmissions. Because 17of thetransmissions containedtwo
or three clearlydistincttopics,the total numberof studentmessages coded
was 388.
Details of the results of the content analysisare shown in Table 1. The
mostcommonmessagetopicwasgrades,withallof thosemessagescoming
via e-mail.The most commonlistservmessagewasabout outsideinforma-
tion or resources.
Survey Results
The researchers developed the survey instrument basedon theirresearch
questions and on student comments shared earlier in the semester via the
classlistserv. Surveysweremailedto students, alongwithprescribedcourse
evaluation forms,viathepostalservicea weekbeforethe end of the course.
Studentswere asked to bringcompleted instruments with them to the final
class meetingon campus.
A total of 40 surveys were returned (response rate of 52.6%). Eleven
(37%) were completed by on-campus students, and 29 (64%) were com-
pletedby distantstudents. Thedemographic statistics werealmostidentical
for distantstudentsand campusstudentswhoreturned the survey.
8. 526 RESEARCH ON SOCIAL WORK PRACfICE
TABLE 1: Topics of Students' Computer-Mediated Communications by Source
Messages
All E-mail Listserv
TopicCode n % n % n %
Class logistics 66 17.0 50 17.0 16 16.6
Questions about assignments 31 7.9 27 9.2 4 4.2
Assignment attached 35 9.0 35 11.9 0 0.0
Requests for grades 79 20.0 79 27.0 0 0.0
Problems with Iislserv 26 6.7 22 7.5 4 4.2
Problems with e-mail 5 1.3 4 1.4 1 1.0
Acknowledgment of messages received 42 10.8 35 11.9 7 7.3
Comments related to class content 10 2.6 6 2.0 4 4.2
Requests to classmates for assistance 10 2.6 0 0.0 10 10.4
Sharing of outside resources 25 6.4 1 0.3 24 25.0
Comments about outside information 11 2.8 0 0.0 11 11.5
Feedback with regard to the Iistserv 15 3.9 6 2.0 9 9.4
Feedback to the lnstructor(s) 16 4.1 16 5.5 0 0.0
Duplicate messages 17 4.4 12 4.1 5 5.2
Totals 388 292 96
Accessibility. Twelve students (16%) reported that they did not have a
computer at home, whereas 24 students (32%) stated that they did not have
computer access at work. Twenty-nine students did not have a student account
on the university computer system. A total of 8 students (11%) reported that
they did not have a computer either at home or at school, and six of these did
not have a computer account at the university.Several students also commented
on the problem ofaccessibility in theirresponses to the open-ended questions
on the survey. Whereas the instructors have no way of knowing how many
students who did not return the survey lacked access to a computer, the class
roster maintained by the instructor showed that 18 students (23.6%) did not
have an e-mail address recorded as of the end of the spring semester.
Self-perceived competence. Survey respondents were asked to rate their
competence in the use of computer skills at two points, the beginning of the
fall term and the end of the spring term (see Table 2). A Wilcoxon Matched
Pairs Signed Ranks test indicated that the increases in self-ratings of compe-
tence in the use ofboth e-mail and listserv technology were significantfor the
class as a whole (p < .001). One cannot calculate a PVE for the Wilcoxon. A
Mann Whitney U test showed that whereas distant student respondents rated
themselves considerably higher than campus students on their skill with the
9. Johnson. Huff I COMPUTER-MEDIATED COMMUNICATION 527
TABLE 2: Students' Self·Perceived Computer Competence
Beginning of Fall Term End of Spring Term
StudentGroup n M SO M SO
Campus 11
Use of e-mail 1.5 1.5 2.5 1.2
Use of Iistserv 1.2 1.2 1.8 1.4
Distant 29
Use of e-mail 2.0 1.2 2.9 0.7
Use of Iistserv 1.1 1.3 2.7 0.9
NOTE: Students responded using a 5-point scale: 0 = none, 1 = novice, 2 = OK, 3 =
skilled.4 =expert.
listserv at the end of the term, using an alpha level of .05, the difference was
not statistically significant (p =.06).
Student perceptions with regard to usefulness ofthe technology. In gen-
eral, the students expressed positive opinions about the use ofe-mail and the
listserv in the two courses. Their opinions were measured on a 5-point
Likert-type scale, ranging from 1 =strongly agree to 5 =strongly disagree.
The strongest positive responses with regard to e-mail were assigned to state-
ments about being able to receive feedback or grades (M =1.32, SD =0.64)
and believing that these technologies made the instructor more accessible
(M =1.34, SD =0.54). Students also agreed that e-mail was a good way to
communicate with classmates (M =1.73,SD =1.28).Most of the students did
not agree that they experienced a lot of technological problems in using
e-mail (M=4.23.SD =1.14).
Students also felt that the class listserv was useful. The majority agreed
that having the study questions presented on the listserv was helpful (M =
1.28, SD =0.45), as well as the lecture outlines (M =1.35, SD =0.88). Most of
them agreed that class listservs should be used more widely in distance edu-
cation (M =1.57, SD =1.10), in all courses (M =1.66, SD =1.06), and as a
means for regular communication between the college administration and
students (M =1.56,SD =1.05). They also agreed that the listserv helped them
feel more connected to the instructor (M =1.68, SD =0.91). Most students
disagreed with the statement that using the listserv was frustrating (M =4.23,
SD= 1.14) or not worth the effort it took (M = 4.16, SD = 1.2).
Although their responses were not quite as strong as for the previous state-
ments, the majority of students also agreed that being on the listserv helped
them feel connected to their classmates (M = 1.82, SD = 0.85), encouraged
10. 528 RESEARCH ON SOCIAL WORK PRACTICE
them to assist each other (M=1.80,SD =0.80), and encouraged their partici-
pation in discussions beyond class time (M =1.74, SD =0.75). They also
agreed that using the listserv increased their comfort level with the use of
technology (M =2.09, SD =1.07).Overall, students felt the listserv enhanced
their learning experiences in class (M = 1.77, SD = 0.88) and gave them an
advantage over students who were not on the listserv (M = 1.76,SD = 0.90).
Consistent with the finding of other studies of CMC in social work educa-
tion (e.g., Folaron, 1995; Latting, 1994), problems reported by students
included information overload, access problems, a division within the class
between the haves and the have nots, and insurmountable technological chal-
lenges. Technology problems and lack of computer accessibility were the
most common negative comments. For example, one student wrote, "It took
many tries to get on the listserv and it was inconvenient for me. I don't agree
that e-mail should be required. Older students don't all have computers. It
causes unnecessary stress and frustration." The vast majority of comments,
however, was very positive. One distant student wrote,
[Thelistserv] isoneofthegreatest advantages thatdistance edstudents have. It
keeps usinformed, allows atimetostudy, assist eachother, askquestions, and
justtofeelaspartof theoverall class. It maybefrustrating atthebeginning of
thesemester getting subscribed andsoforth, butitismore thanworth thetrou-
ble.Thegooddefinitely outweighs thebad.
Another said,
I lovehaving access to thelistserv ande-mail. It makes communication with
youmucheasier. It alsohelps togettheoutlines beforeclass. Ifeel Ihaveanad-
vantage overtheothertwostudents atmysitebecause theyhavebeenunable to
access thelistserv anddo notgetallof thepertinent information. I sharewith
themasmuchasIcan! Itisinteresting toreadallofthecommunication among
the otherstudents. I don't have much timeto chat with them, but I do enjoy
reading theircommunications.
And a third wrote,
I doenjoyhaving thelistserv withallof thebenefits of interacting withfellow
classmates andtheinstructor. Thisservice helps those ofusatdistance edsites
feellikeweareapartoftheclass. Therearetimes when youfeelverydetached
from thelargergroup inthedistance education program. I amso thankful for
thelistserv.
11. Johnson. Huff I COMPUTER·MEDIATED COMMUNICAnON 529
Another concluded, "Thank you for taking the time to communicate with us
through listserv. I hope you pass the word around to all of the other professors
so they will use it for their classes."
DISCUSSION AND APPLICATIONS TO SOCIAL WORK EDUCATION
The authors of this study personally found the listserv to be helpful in
exchanging information (e.g., expectations, lecture outlines, and information
about assignments) with students, thus preserving more of the in-class time
for instruction and learning. Negative consequences included the high vol-
ume of incoming electronic transmissions related to the course and time
spent trying to help students who had repeated difficulties in using e-mail or
the class listserv. As with all technology, not all students had equal access,
knowledge, or skills, and there were multiple software and server glitches
that needed to be addressed. The authors found that the availability ofcompe-
tent support staff was crucial to the successful use of these teaching tools.
Analysis of the sources of course-related electronic transmissions
revealed that students attending at distant sites were significantly more likely
than campus students to use e-mail and the class listserv. This finding sug-
gests that this technology is particularly appealing to those students who do
not have regular face-to-face contact with their instructor. In other words, it
was used to remedy some ofthe inherent shortcomings of distance education
rather than to augment learning. Students used the technology most often for
practical reasons such as dealing with logistics, requesting grade reports, or
clarifying expectations related to assignments. In a classroom setting, these
issues might be handled by the instructor before or after class or during a
break. The students seldom used the listserv for extended discussions of
course content or related topics; in fact, these purposes comprised less than
6% of all messages sent. (This might have been different had there been spe-
cific assignments in the course requiring use ofe-mail or the listserv.) More
than 8% of student-initiated messages were about problems they were expe-
riencing with the technology.
Limitations ofthe study include the usual restrictions that apply to educa-
tional research: preexisting, nonequivalent groups with no opportunity for
random assignment; the use of a convenience sample in defining the study
population; overreliance on self-reported data; and the potential for bias on
12. 530 RESEARCH ON SOCIAL WORK PRACfICE
the part of both respondents and researchers. In addition, the effectiveness of
the instructional use ofCMC may have been limited due to the relative lack of
technological expertise and experience on the part of the spring semester
instructor.
RECOMMENDATIONS
The authors recommend that social work educators employ CMC to
enhance student-instructor and student-to-student contact, particularly in
distance education courses. Guided practice along with simple, written direc-
tions on the use of e-mail and the listserv should be included in a general ori-
entation session and/or at the first class meeting if at all possible. During the
first several weeks of class, extra time and emotional support should be pro-
vided to students who experience technological difficulties. Romiszowski
and de Haas (1989) suggest developing a congenial climate by leaving a per-
sonal welcome message for each student; reinforcing early attempts at partic-
ipation; referencing students' responses in instructorcomments; and sending
additional feedback in (private) e-mail messages (p. 9). Facilitating direct
contact between students and the listserv coordinator (technician) may free
the instructor from time-consuming and nonproductive exchanges with
regard to the intricacies and frequent technical malfunctions of CMC.
Instructors should develop specific expectations or course requirements
related to CMC if they want students to use e-mail and/or a listserv to supple-
ment other modes of learning.
Given the wide availability and growing familiarity with e-mail and
listservs, CMC presents an opportunity for effective and efficient contact
with distance education students individually and as a class group. Neverthe-
less, educators should not assume that the use of any type of technology will
automatically enhance the learning environment (Sliwa, 1994). Moore and
Knight (1993) assert that "hardware alone" does not lead to good distance
education. Academics must remember that the central issue should be
whether instructional goals can be achieved through distance education
rather than focusing only on available technology (Conklin & Osterndorf,
1995; Thyer, Polk, & Gaudin, 1997). Educators have an obligation to review
empirical evidence of effectiveness and to emphasize sound standards of
teaching and learning when deciding which technology is the most appropri-
ate to use. Distinguishing between technological and pedagogical issues is
essential.
13. Johnson,HuffI COMPUTER·MEDIATED COMMUNICATION
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