Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course
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Journal of Interactive Learning Research
Volume 12, Issue 2, 2001
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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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.
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 December 11, 2013 from http://www.editlib.org/p/8418.
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