Communication in a web-based conferencing system: the quality of computer-mediated interactions

Time constraints and teaching in crowded classrooms restrict in‐depth dialogical interaction in teaching and learning. Electronic conferencing systems, however, have the potential to foster online discussions beyond class time. Case‐based instruction also constitutes a promising approach in fosterin...

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Published inBritish journal of educational technology Vol. 34; no. 1; pp. 31 - 43
Main Authors Angeli, Charoula, Valanides, Nicos, Bonk, Curtis J.
Format Journal Article
LanguageEnglish
Published Oxford, UK and Boston, USA Blackwell Publishing Ltd 01.01.2003
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Abstract Time constraints and teaching in crowded classrooms restrict in‐depth dialogical interaction in teaching and learning. Electronic conferencing systems, however, have the potential to foster online discussions beyond class time. Case‐based instruction also constitutes a promising approach in fostering learners' participation and reflection. The purpose of this study was to investigate (a) the extent to which an electronic conferencing system, named COW (“Conferencing on the Web”), facilitates pre‐service teachers' communication outside their classroom, when discussing teaching cases from their field experiences, and (b) the potential of COW and case‐based instruction to foster quality discourse and promote students' critical‐thinking skills. The results showed that students' online discourse was mostly an exchange of personal experiences and did not reflect well‐supported reasoning. Future research on the issue of interactivity should address motivational and affective variables related to the implementation of distance‐education methods, variations in pedagogical activity and task structure, and the readiness of mentors and learners.
AbstractList Time constraints and teaching in crowded classrooms restrict in‐depth dialogical interaction in teaching and learning. Electronic conferencing systems, however, have the potential to foster online discussions beyond class time. Case‐based instruction also constitutes a promising approach in fostering learners' participation and reflection. The purpose of this study was to investigate (a) the extent to which an electronic conferencing system, named COW (“Conferencing on the Web”), facilitates pre‐service teachers' communication outside their classroom, when discussing teaching cases from their field experiences, and (b) the potential of COW and case‐based instruction to foster quality discourse and promote students' critical‐thinking skills. The results showed that students' online discourse was mostly an exchange of personal experiences and did not reflect well‐supported reasoning. Future research on the issue of interactivity should address motivational and affective variables related to the implementation of distance‐education methods, variations in pedagogical activity and task structure, and the readiness of mentors and learners.
Author Valanides, Nicos
Bonk, Curtis J.
Angeli, Charoula
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– reference: Clark R E (1994) Media will never influence learning ETR&D 42 (2) 21 - 29.
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– reference: Bonk C J and King K S (1998) (eds) Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse Lawrence Erlbaum Associates, Mahwah, NJ.
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  article-title: Learning with media
  publication-title: Review of Educational Research
– volume: 9
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  issue: 1
  year: 1994
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  article-title: Learning in a computer conferenced context: the learners' perspective
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– volume: 32
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– volume: 40
  start-page: 10
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  publication-title: Journal of Teacher Education
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– volume: 33
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  start-page: 525
  issue: 5
  year: 2001
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  article-title: Building a theoretical framework of web‐based instruction in the context of distance education
  publication-title: British Journal of Educational Technology
– year: 2000
– start-page: 67
  year: 1998
  end-page: 88
– volume: 3
  start-page: 55
  issue: 2
  year: 1988
  end-page: 69
  article-title: Facilitating adult learning through computer‐mediated distance education
  publication-title: Journal of Distance Education
– year: 1992
– year: 1998
– volume: 35
  start-page: 251
  year: 2000
  end-page: 262
  article-title: Communication within on‐line forums: the opportunities, the constraints and the value of the communicative approach
  publication-title: Computers & Education
– volume: 15
  start-page: 40
  year: 2001
  end-page: 40
  article-title: Enhancing social interaction in computer‐mediated distance education [19 pages]
  publication-title: Education at a Distance
– volume: 57
  start-page: 1
  issue: 1
  year: 1987
  end-page: 22
  article-title: Knowledge and teaching: foundations of the new reform
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– year: 1988
– volume: 17
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  year: 2001
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  article-title: Technologies in contexts: implications for teacher education
  publication-title: Teaching and Teacher Education
– volume: 53
  start-page: 452
  year: 1984
  end-page: 466
  article-title: Collaborative learning and the conversation of mankind
  publication-title: College English
– year: 1995
– start-page: 269
  year: 1993
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– volume: 32
  start-page: 329
  year: 1995
  end-page: 347
  article-title: Affordances of computers in teacher‐student interactions: the case of Interactive Physics
  publication-title: Journal of Research in Science Teaching
– volume: 16
  start-page: 117
  issue: 2
  year: 1987
  end-page: 135
  article-title: Teaching and learning on‐line: Issues in computer‐mediated graduate courses
  publication-title: Canadian Journal of Educational Communication
– volume: 2
  start-page: 161
  issue: 3
  year: 1991
  end-page: 173
  article-title: Analyzing computer conferencing interactions
  publication-title: International Journal of Computers in Adult Education and Training
– year: 1999
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