Journal of Educational Multimedia and Hypermedia Volume 24, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
While the benefits of online group work completed using asynchronous CMC technology is documented, researchers have identified a number of challenges that result in ineffective and unsuccessful online group work. Fewer channels of communication and lack of immediacy when compared to face-to-face group work are a few of the noted limitations. Thus, research is needed to improve the online group work experience. As computer-mediated communication (CMC) technology has been identified as a critical element in effective online education, this study examines if the type of CMC technology used to complete online group projects influences online graduate students’ course points and community of inquiry (i.e. social presence, cognitive presence, and teacher presence). A casual comparative research design and a one-way multivariate analysis of variance (MANOVA) was used. Results yield a significant difference in three of the dependent variables based on the type of technology used for online group work. Student who used synchronous technologies had higher community of inquiry than students who used asynchronous technologies. There was no significant difference in course points between the two groups.
Rockinson-Szapkiw, A. & Wendt, J. (2015). Technologies that Assist in Online Group Work: A Comparison of Synchronous and Asynchronous Computer Mediated Communication Technologies on Students’ Learning and Community. Journal of Educational Multimedia and Hypermedia, 24(3), 263-279. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from https://www.learntechlib.org/primary/p/147266/.
© 2015 Association for the Advancement of Computing in Education (AACE)
New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model
Roland van Oostveen, University of Ontario Institute of Technology, Canada; Maurice DiGiuseppe & Wendy Barber, University of Ontario Insitute of Technology, Canada; Todd Blayone, University of Ontario Institute of Technology, Canada; Elizabeth Childs, Royal Roads University, Canada
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 665–673
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