Terence C. Ahern

The Effects of Teacher Discourse in Computer-Mediated Discussion.

This study investigated the effects of teacher discourse in a computer-mediated discussion. Three different styles of discourse were established: questions only; statements only; and conversational. Results supported the hypothesis that a conversational style of discourse produced higher levels of student participation with a more complex interaction pattern. In addition, there was a higher frequency of peer-peer interaction with more complex responses. This study suggests that a conversational style of discourse is both possible and desirable within a computer-mediated discussion. Further research is needed on the effects of a conversational style and newer interface designs on student participation and achievement.

Targeting Motivation--Adapting Flow Theory to Instructional Design.

Flow theory identifies several structural variables that can be manipulated by an instructional designer. Modifying these variables may cause an increase in the likelihood that a learner will be motivated to continue with the lesson. While some researchers suggest activity contents, such as challenge and goal and induce flow experience [1], others hypothesize flow is enhanced by vividness and interactivity of the presentation [2]. This study investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. The results suggested that the activity content has major influences on motivation, but presentation is a double-edge sword. Hypermedia presentation adds appeals to instructions that motivate students if they are used appropriately. When the content relevance is complicated, complex presentations can be distracting. Consequently, hypermedia elements should be used sparingly at the beginning of a lesson when challenges are high and students are unfamiliar with the material. As the lesson progresses it could be used gradually as the content challenges are reduced.

The Effects of Technology on Online Education

AbstractAs new technologies become more commonplace in the support of instruction, new questions are being raised concerning the effectiveness of traditional pedagogical methods and learning environments. Traditionally, distance education became synonymous with correspondence courses. Today, however the designer of online learning programs has a myriad of choices ranging from synchronous to asynchronous delivery systems. In addition, research on the effects of distance learning systems has traditionally focused on student outcomes. Given the complexities of online education, research into this new domain of instructional delivery should take a variety of forms and seek to answer a wide range of questions. This article illustrates the need for greater complexity in basic research on online education programs by exploring the effects of two different delivery technologies on the nature of interaction.

Improving the Instructional Congruency of a Computer-Mediated Small-Group Discussion: A Case Study in Design and Delivery

Abstract Implementing a change from the traditional teacher-centered classroom to one that values collaborative discourse is not an easy matter. Traditional practice is well understood by teachers and provides a high level of classroom control. Computer-mediated communication (CMC) has been suggested as one solution to this dilemma. CMC, however, is not a monolithic technology; it represents a myriad of highly advanced communication delivery systems ranging from the mundane to the exotic. The choice of software designed to support the collaborative, multivoiced, reciprocal interaction of a small-group discussion becomes paramount. This article presents an exploratory case study of an experience in collaborative discourse mediated through an educationally designed network-based application. The study shows that teacher educators need to become aware that within computer-mediated discourse, all voices have equal force, and it is imperative to carefully construct the various activities and experiences to assure effective and appropriate instruction. Further, this study is also significant in that it asks us to reconsider the role of the software designer. The data demonstrate that a theoretical framework can improve the instructional soundness of software design.

Computer-Mediated Communication as a Teaching Tool: A Case Study

AbstractToday’s students are encountering unconventional classrooms and methodologies and are being exposed to current and emerging technologies. Many of these technologies, such as networks, e-mail, telecommuting, online databases, and electronic bulletin boards, suggest that there is a need to prepare students and workers for human-to-machine interaction as well as for face-to-face communication. Additionally, the role of the teacher may take on more of the aspects of the “orchestra leader” than the “drum major” in order to coordinate the many electronic teaching tools that are available. The present study was undertaken to observe the effects of using computer-mediated communication (CMC) and appropriate groupware as a teaching tool. Effects on the students, the structure of the classroom, and interpersonal interactions were considered. Results indicate that the use of CMC can have a positive effect on students and interpersonal interaction, but that the implementation of this technology must be approp...

The effect of a graphic interface on participation, interaction, and student achievement in a computer-mediated small group discussion

The goal of this research was to investigate the effects of interface design on the participation, interaction, and achievement of students in a computer-mediated small-group discussion. Previous research indicated that computer-mediated communication systems encouraged a breakdown in the normative constraints of social interaction. Because of the unrestricted ability to participate within a computer-mediated system, any member may interject a comment or response that is out of sync with the rest of the group. This creates havoc with the flow of an interaction because the member was not properly cognizant of the current state of the discussion, through reading the preceding comments by other group members. This study investigated whether this breakdown in normative structure could be repaired by redesigning the user interface. Consequently, specific software was designed and developed to investigate this question. One version of the software used a graphic-based interface while the second version utilized the more traditional text-based interface. A sample of sixty-five students participated in the study. Subjects in the graphic-based version sent more messages and addressed them more often to an individual than subjects using the text-based interface. There was, however, no difference in the amount of participation or achievement between the two conditions. The results of this study suggest that it is possible to design an interface that encourages the use of constraints normative to group interaction. This has important implications for small-group instruction.

Effects of Anonymity and Group Saliency on Participation and Interaction in a Computer-Mediated Small-Group Discussion

AbstractResearch on the use of computer-mediated communication (CMC) in learning environments has demonstrated that the levels of member participation and achievement are consistently high when compared to more traditional learning environments. On closer scrutiny, this medium of exchange seems to have a dramatic impact on the ability of groups to structure interaction across time. This article reports on the structure of individual interaction in a CMC environment in which one condition had a high level of group identification in contrast to a condition that maintained individual anonymity. In addition, the condition of identity was crossed with a redesigned user interface that required participants in the discussion to map their interaction manually. The results of this study indicate that high group saliency inhibits the development of highly structured interpersonal interaction. However, through the use of a graphic-based interface, members are more likely to engage in highly structured interpersonal ...

The Effect of Interface on the Structure of Interaction in Computer-Mediated Small-Group Discussion

In the traditional classroom, talk is usually considered noise that must be controlled, but there is mounting evidence that talk is vital to learning and education. Implementing a change from the traditional classroom to one that values talk is not a simple matter. Computer technology may provide a solution. However, our understanding of how computer-mediated communication systems affect patterns of interaction is severely limited. Research into the nature of interaction demonstrates that interaction does not normally consist of a succession of disconnected remarks but is a collaborative effort. Consequently, it is important for participants to be able to identify not only for whom a message was intended but also the position of that message in an ongoing sequence of messages. A major disadvantage of current CMC design is that it can be structurally difficult to relate previous messages. Therefore, the primary purpose of this study was to investigate the effect of a redesigned user interface on the structure of interaction between group members in a small-group discussion. It was found that a graphic-based interface significantly reduced isolate messages as well as increasing sustained multichannel interaction.

A Framework for Improving the Task-to-Technology Fit in Distance Education

ConclusionThe framework not only provides a mechanism for choosing the best technology for the particular educational experience, but also provides design guidelines for creating effective instruction given the unavailability of specific technologies. Finally, it provides a framework for research for designing better technologies. In other words, it allows teachers, administrators, and designers to create positive and powerful educational experiences by understanding the unique characteristics not only of the task but also of the technology. This framework is only a start. What is needed are dedicated voices who will start improving the task-to-technology fit.