Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course
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Chou, C.C. (2001). Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course. Journal of Interactive Learning Research, 12(2), 173-192. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/8418.
Journal of Interactive Learning Research
Volume 12, Issue 2, 2001
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
More Information on JILR
This research used formative evaluation methods to examine a number of synchronous computer-mediated communication (CMC) systems for online learning. CMC systems provide an ideal venue for both knowledge construction and community building. The principles of learner-centeredness, constructivism, and sociocultural theories provided the bases for the design of synchronous activities such as student-moderated seminars in this study. Several synchronous online activities were introduced and evaluated. Based on the results of observers' logs, ratings on social presence, communication effectiveness, and communica-tion interface, 10 desirable features of synchronous CMC sys-tems were recommended.
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