Exploring the Effect of Computer Mediated Communication Tools on Online Learners’ Participation and Learning: A Review of Research PROCEEDINGS
Hedieh Najafi, Sarah Ellis, Kelly Cox, Denise Calvert, OISE/UT, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Constructivist approaches (Vygotsky, 1978) to online learning in higher education, emphasize the opportunities for collaborative work among online students. Although the number of online courses is dramatically increasing, the question of how synchronous and asynchronous Computer Mediated Communication (CMC) tools affect online students' learning and their willingness to contribute to collaborative and community building activities (Garrison, Anderson, & Archer, 2000) has not been rigorously answered. In this review of literature four major themes surfaced with regards to the effects of various CMC tools in the design and implementation process of online courses. Also, issues that call for further studies were identified.
Najafi, H., Ellis, S., Cox, K. & Calvert, D. (2007). Exploring the Effect of Computer Mediated Communication Tools on Online Learners’ Participation and Learning: A Review of Research. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6341-6346). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from https://www.learntechlib.org/primary/p/26794/.
© 2007 Association for the Advancement of Computing in Education (AACE)
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