Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Susan A.; Vician, Chelley |
|---|---|
| Titel | An Examination of the Characteristics of Student Interaction in Computer-Based Communication Assignments. |
| Quelle | (1997), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aggression; Assignments; Computer Mediated Communication; Computer Uses in Education; Group Discussion; Group Dynamics; Higher Education; Instructional Materials; Interaction; Interpersonal Communication; Learning Activities; Models; Student Characteristics; Tables (Data); Teacher Attitudes |
| Abstract | Student interaction and computer-based communication tool appropriation patterns were examined in two different communication assignments requiring active use of computer-based communication tools. University students completed either: a set of communication assignments and activities with the instructor as sole audience; or a set of communication assignments and activities requiring discussion among students as the primary audience. Two cases were used to explore the communication context--the format of communication exchange and the timing of the communicative interaction. The interactions were coded along several dimensions including social communication, aggressive/destructive communication and closed versus open-ended communication. The results show that the communication content was relatively free of flaming (i.e., destructive communication), the format of the communication exchange closely mirrored the assignments, and a significant (30%) proportion of the communication took place outside of the "normal" 8 to 5 timeframe. These results suggest that instructor worries about excessive flaming are unwarranted. Further, they indicate that instructors must carefully consider the outcome they desire from the technology to be sure the assignments will lead to those outcomes. Finally, the results indicate that students do appropriate the technology at varying times, resulting in an expanded classroom space. (Contains 57 references.) (Author/AEF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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