Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course Article
C. Candace Chou, University of Hawaii, United States
Journal of Interactive Learning Research Volume 12, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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: Association for the Advancement of Computing in Education (AACE).
© 2001 AACE