Conceptual Foundations, Research Issues and Research Perspectives #2.

This post relates to theme as the previous post, but in this post the article which has been reviewed is

Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35, 141-185.

Review of computer mediated communication research for education.

Computer Mediated Communication (CMC) is becoming increasingly popular in an educational context. CMC’s can be described as “those communications’ mediated by interconnected computer by individuals or groups separated by space and time”[1]. CMC’s can be both asynchronous (not real time) and synchronous (real time) 

Examples of the CMC technologies could include:

• email based discussion lists,
• discussion / bulletin boards
• web mediated human networks.

The common characteristics of CMC include:

• High Interactivity.
• Synchronous and Non Synchronous Communication Capability.
• Multiway Communication.

CMC allows for greater access to education for a greater number of individuals at reduced costs, and also allows for increased study options for the workforce, where traditional methods of education may not be feasible.  

There has been limited research into CMC in the educational and organizational capacity and much of the research that has been completed is anecdotal with limited empirical research being undertaken.

This article provides a clear example of a literature review in practice with its use of clear descriptions into the limitations and exclusions from the report as well as the methods for collecting and analysing the data received.

Like many pieces of literature into non traditional modes of training delivery, Luppicini addressed the research which has been undertaken into student satisfaction in the use of CMC vs traditional face to face delivery modes.  Whilst research into learner characteristics and satisfaction levels in the use of CMC’s , there currently exists limited research into the teacher characteristics and satisfaction in the use of CMC’s. The perceived additional time for setting up online courses leads to a  resistance from many teachers setting up online courses is heightened by the gap in current research into the professional development opportunities for those teachers who do adopt these technologies, which provides limited motivation for teachers to further develop the skills in which they have.  

The social aspect of learning, remains a key theme through the research undertaken into online learning. Scaffolding can provide the infrastructure for this socialisation to occur. Scaffolding can allow for peer to peer interaction as well as interaction with supervisory staff. Research has found that student satisfaction levels can be linked to the level of feedback and interaction received from a supervisor. Satisfaction levels can decrease if insufficient feedback is provided from instructors as this leads to feelings of isolation.

My personal observations on the article.

CMC’s are again aiding in the completion of online study for students, and facilitators alike. Like many ‘technologies’ in teaching platforms, uncertainty in the technology and the perceived additional time that it takes to set up an online course, with limited perceived benefit / recognition,  poses one of the greatest challenges in widespread use across all platforms, both educational and in an organizational capacity. Future research into the professional development options to allow for these perceptions to be limited and to allow for more widespread use.

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[1] Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35, 141-185.