Cathy Bishop-Clark

The Use of Computer-Mediated Communication To Enhance Subsequent Face-to-Face Discussions

A study assessing the effects of synchronous and asynchronous computer-mediated communication on subsequent face-to-face discussions was conducted. Participants were asked to read a short article about internet censorship. Then they were randomly assigned to one of three groups: a synchronous (internet chat) group, an asynchronous (internet discussion board) group and a control group. Both the internet chat group and the internet discussion board group engaged in an on-line dialog about the article they read. They then followed the on-line dialog with a face-to face discussion. The control group had no on-line discussion but instead immediately began a face-to-face discussion. Finally, all completed a questionnaire about their experience. The results showed that face-to-face discussions preceded by either synchronous or asynchronous computer-mediated communication were perceived to be more enjoyable and include a greater diversity of perspectives than face-to-face discussions not preceded by computer-mediated communication.

Formation of and Adherence to a Self-Disclosure Norm in an Online Chat

To understand how a norm of self-disclosure forms and is adhered to in a synchronous computer-mediated discussion, participants discussed the stigma of mental illness. The transcripts of the discussion were coded for the number of self-disclosures, the number of statements supportive of self-disclosure, and the number of statements supportive of non-self-disclosure. The results showed that the number of self-disclosing statements increased over time, although not in a linear fashion, as did the number of statements supportive of self-disclosure. However, the number of statements supportive of non-self-disclosures decreased over time. These results suggest that once a norm of self-disclosure forms, it is reinforced by statements supportive of self-disclosures but not of non-self-disclosures. The results are discussed in the context of self-disclosure reciprocity and the social identity model of deindividuation effects (SIDE).

Programming in Pairs with Alice to Improve Confidence, Enjoyment, and Achievement

Students in an introductory computing class participated in a study investigating the impact of using a graphics programming environment (Alice) and pair-programming on confidence, enjoyment and achievement. Sixty-four participants completed a short questionnaire and a content pre-test about computer programming concepts. Students were then assigned to one of two groups: individual or paired. The pairs completed a tutorial on Alice and then completed a short assignment over a period of one week working as a team of two. The individuals completed the same tutorial and assignment but completed it alone. Lastly, all participants took the same questionnaire and content post-test. The results showed that all students experienced increased confidence in programming, that students in pairs enjoyed programming more than students who worked individually, and that all students performed significantly better on the content post-test.

The Effects of Personality Type on Web-Based Distance Learning

Web-based distance learning is a relatively new approach in higher education which is gaining in popularity. Because a Web-based classroom is so different than a traditional face-to-face classroom, the variables that influence success or satisfaction with such a course may be different than those in a face-to-face course. We investigated whether student performance and satisfaction in an asynchronous, Web-based distance learning course differed based on personality factors (as measured by the Myers Briggs Type Indicator). Twenty-nine students taking an introductory psychology course participated in the study. Results indicate that personality preference has little relationship with student performance, but several dimensions of personality did influence satisfaction.

A Quantitative and Qualitative Investigation of Using Alice Programming to Improve Confidence, Enjoyment and Achievement among Non-Majors

In this investigation, the use of the Alice programming language in an introductory computing class was studied from both a quantitative and qualitative perspective. Students in an introductory computing class participated in a 2.5–week unit to learn programming through the graphical programming environment of Alice. Quantitatively, students were surveyed before and after their Alice experience. One hundred and fifty-four students completed a short questionnaire about their enjoyment and confidence with computer programming along with a content test about their understanding of computer programming concepts. After the students completed a short tutorial on Alice and completed two short programming exercises, they completed the same questionnaire and content test. Qualitatively, three focus groups were held and students were asked to comment on their experience. Students were also required to write an essay requiring them to reflect on their Alice experiences. Data from student reflective essays were coded and analyzed Both the t-tests of the pre- and post-test survey data and the analysis of student essays show that students show significant increases in enjoyment of programming, confidence in programming, and understanding of programming concepts. Focus group comments provide additional insight to these findings.

Comparing Teacher and Student Responses to the Mixed-Age College Classroom.

The research reported here is part of an ongoing study designed to compare perceptions of faculty and students at a two-year campus about faculty-student relationships, attitudes toward younger students, and attitudes toward mixed-age classrooms. Faculty and student focus groups and interviews formed the basis for a survey that elicited perceptions from 183 faculty and 320 students (199 traditional and 121 older). Both faculty and students reported positive attitudes toward the mixed-age classroom and some negative perceptions of younger students. Results reported for students by age group indicate that students do not perceive differences in the way faculty treat older and younger students, even though faculty reported more positive attitudes toward older students.

Do students differentiate between computing disciplines

We are in a time where computing programs are seeking to differentiate themselves. The ACM suggests that there are five distinct computing disciplines -- Computer Science (CS), Information Technology (IT), Information Systems (IS), Computer Engineering (CE), and Software Engineering (SE). In practice, it seems that there can be extensive overlap between these disciplines. For example, IS is defined by the ACM as computing in an organization context, typically in business while IT is defined as focusing on computing infrastructure and needs of individual users. If each of the different types of programs wishes to identify and attract interested students, it is important to understand if students perceive differences between them. This paper presents the results of a survey to determine if students differentiate between these five disciplines. Computing majors and non-majors were presented with several task descriptions commonly associated with each discipline and asked to identify them as belonging to one of the five disciplines. Data was collected from over 300 students at several different institutions and from a variety of different majors and computing disciplines. The results of the survey are presented along with comparisons of the perceptions of majors and non-majors.

Creating connections: bringing industry and educators together

It is clear that industry involvement is a very valuable part of the educational process, particularly in technical fields that are prone to rapid change. What is not so clear is how to make the connections needed to successfully and meaningfully integrate industry input into curriculums and courses. This paper reports the process and results of creating and hosting a forum designed to bring industry, educators, and students together to share information in order to enhance the education of students in majoring in computer and information technology programs.The goals of the forum were broad. As educators, we wanted to learn what the IT needs of our region are projected to be, connect with industry practitioners in order to find course and curriculum partners, and increase the IT communities awareness of what our students are currently learning. For students, exposure to future employers and an increased awareness of current skills and trends is invaluable. This was especially important for us as we are a relatively new department within the university.Despite some struggles, the forum was highly successful. Attendance was good, the reviews were very positive, and we made some connections that show promise to help us more fully integrate an industry perspective into our courses. In this paper we discuss the lessons learned are applicable to any institution seeking to create a forum to encourage partnerships with industry professionals.

The Psychology of Computer-Mediated Communication: Four Classroom Activities

The purpose of this paper is to describe four classroom activities constructed to demonstrate various psychological issues associated with computer-mediated communication (CMC). The first exercise (on-line friendships) demonstrates a positive consequence of deindividuation. Being in a deindividuated state increases self-disclosure, which in turn strengthens friendships. The second exercise (Internet vs face-to-face conversation) explores a negative consequence of deindividuation – disinhibited behaviour. Another characteristic of computer-mediated communication that can exert powerful effects on behaviour is anonymity. The third exercise (altruism on the Internet) demonstrates how anonymity in a discussion board environment promotes requests for help. The fourth exercise (group performance in Cyberspace) demonstrates how anonymity can lead to social loafing and diffusion of responsibility in groups. Student comments and instructor observation indicate that these exercises were a highly effective means to demonstrate and experience various CMC issues.

Faculty Attitudes toward the Mixed-Age College Classroom.

With the number of nontraditional students on college campuses continuing to increase, college educators need to become aware of issues regarding the mixed‐age classroom. Part of this awareness should be an understanding of how faculty perceive different‐aged students and their mixed‐age classroom experiences. Through telephone interviews with approximately 100 faculty, we investigate attitudes about the professor‐student relationship, views toward teaching in a mixed‐age classroom, and beliefs about both older and younger students.