Quality of Students' Communicative Strategies Delivered Through Computer-Mediated Communications ARTICLE
Veronica Hendriks, Monash University, Australia ; Dorit Maor, Murdoch University, Australia
Journal of Interactive Learning Research Volume ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper discusses the processes of interaction among learners in higher education using a model of content analysis to examine their social construction of knowledge through computer-mediated communications. Using qualitative content analysis methods, we examined students’ conference transcripts for evidence that their collaborative communicative acts generated constructions of new knowledge. This study was conducted over a period of 14 weeks, at the end of which students were asked to describe their feelings as a learner, discussion leader as well as provide explanations for their communicative actions. Earlier studies by Gunawardena, Lowe and Anderson (1997), which provided the basis for this analysis, indicated that the volume of student interaction was predominantly that of sharing and comparing information, the degree of which, was significantly higher than constructing knowledge. In this study, we asked what the outcome of student communicative strategies mean with respect to the quality of their learning experience, and the viability of the model as a content analysis tool in an educational context.
Hendriks, V. & Maor, D. (1997). Quality of Students' Communicative Strategies Delivered Through Computer-Mediated Communications. Journal of Interactive Learning Research. Chesapeake, VA: AACE.