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Participation and learning effective...

Xia, Yun.

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Participation and learning effectiveness: Computer-mediated communication in group learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Participation and learning effectiveness: Computer-mediated communication in group learning./
Author:	Xia, Yun.
Description:	174 p.
Notes:	Major Professor: Richard L. Lanigan.
Contained By:	Dissertation Abstracts International63-09A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3065174
ISBN:	0493841474

Participation and learning effectiveness: Computer-mediated communication in group learning.
Xia, Yun.

Participation and learning effectiveness: Computer-mediated communication in group learning. - 174 p.

Major Professor: Richard L. Lanigan.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2002.

This study investigated the effects of computer-mediated communication (CMC) on the quantity of students' verbal participation and their learning effectiveness in the group learning process. According to contemporary pedagogy, social exchange is the key for knowledge construction and acquisition. Group discussion is the operation of social exchange in a classroom. Student participation in the discussion is the premise of internalization of knowledge and information. The incorporation of CMC in a group discussion is to make use of CMC's unique features and to encourage students' active role in the learning. With face-to-face discussion groups as the control group, and on-line discussion groups as the treatment group, this study used experimental hierarchical design method. In this longitudinal experiment, three group discussion tasks were formulated according to the syllabus of Speech Communication 101 at Southern Illinois University at Carbondale. Participants in this study were students enrolled in Speech Communication 101 classes. Face-to-face discussions were video taped and transcribed. CMC discussion scripts were printed out from participants' computers. After coding, the number of each participant's verbal participation units was obtained. The Cognitive Learning Scale and Affective Learning Scale were used to evaluate participants' learning effectiveness at the end of experiment. Statistical analyses were performed to assess CMC's impact on the quantity of participants' verbal participation, the distribution of participation in a group discussion, and the learning effectiveness. It could be concluded from the analyses that CMC does not lead to more participation in a group discussion. However, CMC does encourage equal distribution of participation in a group discussion. CMC also leads to better cognitive learning and affective learning except participants' affect toward behaviors recommended in the class.

ISBN: 0493841474Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Participation and learning effectiveness: Computer-mediated communication in group learning.
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020 $a 0493841474
035 $a (UnM)AAI3065174
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040 $a UnM $c UnM
100 1 $a Xia, Yun. $3 1251887
245 1 0 $a Participation and learning effectiveness: Computer-mediated communication in group learning.
300 $a 174 p.
500 $a Major Professor: Richard L. Lanigan.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3060.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2002.
520 $a This study investigated the effects of computer-mediated communication (CMC) on the quantity of students' verbal participation and their learning effectiveness in the group learning process. According to contemporary pedagogy, social exchange is the key for knowledge construction and acquisition. Group discussion is the operation of social exchange in a classroom. Student participation in the discussion is the premise of internalization of knowledge and information. The incorporation of CMC in a group discussion is to make use of CMC's unique features and to encourage students' active role in the learning. With face-to-face discussion groups as the control group, and on-line discussion groups as the treatment group, this study used experimental hierarchical design method. In this longitudinal experiment, three group discussion tasks were formulated according to the syllabus of Speech Communication 101 at Southern Illinois University at Carbondale. Participants in this study were students enrolled in Speech Communication 101 classes. Face-to-face discussions were video taped and transcribed. CMC discussion scripts were printed out from participants' computers. After coding, the number of each participant's verbal participation units was obtained. The Cognitive Learning Scale and Affective Learning Scale were used to evaluate participants' learning effectiveness at the end of experiment. Statistical analyses were performed to assess CMC's impact on the quantity of participants' verbal participation, the distribution of participation in a group discussion, and the learning effectiveness. It could be concluded from the analyses that CMC does not lead to more participation in a group discussion. However, CMC does encourage equal distribution of participation in a group discussion. CMC also leads to better cognitive learning and affective learning except participants' affect toward behaviors recommended in the class.
590 $a School code: 0209.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology. $3 1017498
650 4 $a Speech Communication. $3 1017408
690 $a 0459
690 $a 0525
690 $a 0710
710 2 0 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertation Abstracts International $g 63-09A.
790 $a 0209
790 1 0 $a Lanigan, Richard L., $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3065174