Communication in a web-based conferencing system: the quality of computer-mediated interactions

  title={Communication in a web-based conferencing system: the quality of computer-mediated interactions},
  author={Charoula Angeli and Nicos Valanides and Curtis J. Bonk},
  journal={Br. J. Educ. Technol.},
Time constraints and teaching in crowded classrooms restrict in-depth dialogical interaction in teaching and learning. Electronic conferencing systems, however, have the potential to foster online discussions beyond class time. Case-based instruction also constitutes a promising approach in fostering learners’ participation and reflection. The purpose of this study was to investigate (a) the extent to which an electronic conferencing system, named COW (“Conferencing on the Web”), facilitates… 

Figures and Tables from this paper

Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake
A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake, and implications for integrating and researching teaching presence in computer conferences were provided.
Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education
Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active
Internet Communication Technologies and Networked Learning: Identity Formation Through Social Exchange
The purpose of this paper is to argue that communication technologies play a non-neutral rather than passive role in formulating both student and teacher identities in verbal and non-verbal social
The Cambridge Handbook of Multimedia Learning: The Collaboration Principle in Multimedia Learning
In this chapter, research on the nature of the technology used, how the learning groups are comprised, the learning outcome engaged by the task, the role of the tutor, the effects of community-building activities, thenature of the learning or communication assessment, and the effect of scaffolds or discussion constraints on learning are reviewed.
Peer Computer Conferencing to Support Teachers' Reflection During Action Research
This study investigates whether and how peer interaction through scaffolded asynchronous computer–mediated communication (CMC) aided teachers as they conducted courserelated individual action
From Serial Monologue to Deep Dialogue: Designing Online Discussions to Facilitate Student Learning in Teacher Education Courses
ABSTRACT Despite the wide use of discussion in online courses, the quality of these exchanges varies. In this article, the authors draw on the community of inquiry (CoI) model to inform the design of
Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues
In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who
Students' Learning in Asynchronous Discussion Forums: A Meta-Analysis
The analysis shows that the majority of studies reported the level of students' knowledge construction remained in low level of cognitive engagement, which seemed to depend greatly on the design of the classroom processes and explicit and tacit roles of teachers in providing straightforward guidance about students' participation in asynchronous discussions.
Group and Class Contexts for Learning and Support Online: Learning and Affective Support Online in Small Group and Class Contexts
Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support.


Learning in a computer conferenced contexts: The learner''s perspective
  • E. Burge
  • Psychology, Computer Science
  • 1994
The results of the study suggest that the taxonomy from cognitive psychology should be expanded to include strategies that focus on the management of the inter-personal and logistical elements of the CC context, and that CC poses as many challenges as it does opportunities for its use in higher education.
Building a theoretical framework of web-based instruction in the context of distance education
  • I. Jung
  • Education
    Br. J. Educ. Technol.
  • 2001
This study attempts to analyze teaching and learning processes of web-based instruction (WBI) as shown in recent literature, and to develop a theoretical framework of WBI using a prominent existing
Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse
Contents: M. Riel, Foreword: Conceptual Order and Collaborative Tools--Creating Intellectual Identity. Preface. C.J. Bonk, K.S. King, Introduction to Electronic Collaborators. Part I:Theoretical and
Facilitating Adult Learning through Computer-Mediated Distance Education.
This article is a case study of two distance education graduate courses offered by means of computer-mediated communication. The article describes the structure of the courses followed by an analysis
Affordances of computers in teacher‐student interactions: The case of interactive physics™
The study reported here is part of a larger project designed to understand student learning during conversations with their teacher over and about a computer-based Newtonian microworld (Interactive
Enhancing Social Interaction in Computer-Mediated Distance Education
As distance education schools grow in popularity, distance educators and their learners are raising important instructional questions about the quality of these computer mediated educational programs.
Collaborative Learning and the "Conversation of Mankind.".
eighth or ninth on a list of ten items. Last year it appeared again, first on the list. Teachers of literature have also begun to talk about collaborative learning, although not always by that name.
Virtual education in universities: a technological imperative
The main contention of this paper is that technology undoubtedly will offer many benefits for the learner, however, the pitfalls need careful consideration in the design of the learning environment.
E-moderating: the key to teaching and learning online
This chapter discusses e-moderating for synchronous conferencing, self-managing groups, and how to promote cultural understandings and create presence in the online world.