Approved-By:  "EDTECH Moderator" <21765EDT@MSU.BITNET>
Newsgroups: bit.listserv.edtech
Date:         Fri, 10 Apr 1992 08:23:02 EDT
From:         Gleason Sackman <sackman@plains.NoDak.edu>
Subject:      current research in CMC (3 of 3) (fwd)

Forwarded message:

> >
> > C Interpretivism
> >
> >   (i) "Computer-Mediated Communication to Facilitate Seminar
> >        Participation and Active Thinking" Leonard Shedletsky.
> >        March, 1992.
> >
> > The paper transmitted by Leonard Shedletsky outlines the develop-
> > ment, delivery and evaluation of a seminar module included in an
> > undergraduate course in Communications Theory.  The intent of the
> > author in the creation of the on-line module was to facilitate
> > seminar participation and active thinking.  In planning the module,
> > the author consulted colleagues on-line and literature reviews of
> > similar pedagogy, such as the review of CMC introduction at Indiana
> > University.  Using information from these sources, the author was
> > able to anticipate student resistance to CMC, and to debating
> > on-line.
> >
> > The methodology used in collecting evaluation data included
> > transcript analysis, user surveys and student journals. User
> > questionnaires are common evaluative instruments and can be
> > used in a quasi-experimental design, as evidenced by Hiltz,
> > to validate hypotheses containing concepts similar to this study:
> > "Hypothesis 3: ...convenient access, increased participation,
> > improved...expression of ideas, increased access to professor,
> > computer comfort..." (Hiltz,1990, p. 147).  Participant journals,
> > according to Mason, when "used in combination with other evaluation
> > techniques... provide valuable data to explain and enhance other
> > evidence, particularly quantitative" (Mason, in press, p. 10)
> >
> > The author has included both survey results and transcript
> > extracts as part of the paper to support tentative
> > conclusions which support his implementation goals.  Sweet,
> > Anderson, and Halenda in a study of the adoption and use
> > of CMC state that user satisfaction with CMC requires:
> > " - a perception of the system's utility or, more specifically,
> > some evidence of improved productivity through savings in time
> > or improved quality of service and... a sense of social cohesion
> > among the users based on the ability to freely express one's point
> > of view, as well as a feeling of having established some measure of
> > personal contact with other system users" (Sweet, Anderson &
> > Halenda, 1991, p. 73).  There is evidence of both qualities in the
> > users transcripts included in this paper.
> >
> > While the author has not intended to structure the paper as a
> > scientific study, the methods for data collection and samples
> > included indicate that further structured inquiry could support
> > evidence available in the reseach community.
> >
> >
> >   (ii) "Collaborative Computing Work Groups" Jacqueline
> >         Robertson.  November,192.
> >
> > In this report, the author briefly outlines her study of group
> > work in which she explores the differences between computer
> > conferences and face-to-face focus groups.  Focus groups are
> > described as:  "...group discussions that centre on topics of
> > particular concern to both the participants in the group and the
> > researcher.  The researcher typically takes the role of the
> > moderator, and participants discuss a particular topic among
> > themselves..." McClure, Bishop, Doty & Rosenbaum (cited by Mason,
> > in press, p. 6).  The collection of data using a group interview
> > technique has been infrequently used in research, but may become
> > more popular as participants become accustomed to the technology
> > as there are significant time savings.  The author of this
> > report has used a variety of data collection methods in order
> > to triangulate and enrich her evidence.
> >
> > The study is situated within the ideologies of social science
> > (specifically the discipline of sociology) and pedagogy. As
> > is detailed in studies by Harasim, Higgins and Turoff the
> > author asserts that:  "Groups are a more productive, innovative,
> > creative and effective way of carrying out work."  While the
> > Higgins study focused on synchronous communication and the
> > support of cognitive strategies, the work by Robertson is more
> > concerned with group communication and alternative structuring
> > concepts such as nominal group techniques. Turoff includes
> > sensitivity to group norms and organizational structure in
> > his list of desirable attributes for future system design.
> > All studies, however, agree that "certain techniques are more
> > appropriate for some learning activities than others..."
> > (Higgins, 1990).  This appears to be an area rich in potential
> > for future research.
> >
> >   (iii) "Preliminary Report: Adult Student Using Computer
> >           Conferencing" Daniel Eastmond.  February, 1992.
> >
> > This is an interesting study using methodology including un-
> > structured interviews and participant observation to assess
> > the introduction of computer conferencing in an indepedent
> > degree program. The author identifies several emergent themes
> > from his observations and invites feedback and reaction as
> > part of the research process.  Mason classifies participant
> > observation under "case study methodology" and identifies it
> > as: "inductive, allowing hypotheses concepts and generalizations
> > to emerge....'While interviewing gives a secondhand account of
> > actual experience, observing as a participant gives firsthand
> > experience of the event being studied...."  The advantages of this
> > method are that it is possible to give a rich and wide-ranging
> > picture of conferencing application, providing multiple points of
> > view and to develop standards and theory which can be tested by
> > other methods and applications..."  (Mason, in press ,p.8)
> >
> >
> > Of the emergent patterns and themes, there are concepts both
> > in current research, and issues to be addressed.  Of the
> > latter, the change in the perception and behaviour in
> > conferencing over time and the perceived nature of on-line
> > relationships are current discussions in the listservers and
> > have caught the interest of several researchers in the field.
> >
> >   (iv)  "CMC use with adolescents with physical and
> >          developmental disabilities" Sharon Lang.  March, 1992.
> >
> > Ms. Lang is engaged in participatory, or action research which
> > is integrated into a regular life skills program with full
> > support of the classroom teacher.  Beyond the knowledge goals
> > of the research is the intent to improve the social skills of the
> > participants and thus, their quality of life.  The methodology of
> > the study is quite common in the social sciences disciplines, but
> > infrequent in research to date regarding new technologies.
> >
> > The potential of CMC to extend the sensory boundaries of persons
> > with physical handicaps has been recognized for some time, the
> > most recent research being a series of studies conducted by
> > Norman Coombs at the Rochester Institute of Technology. In his
> > brief description of this work, Coombs notes that:  "If more
> > extensive use of computer communications with the physically
> > disabled is to occur, there will have to be a support system
> > provided to nurture and encourage many of them to overcome
> > their initial resistance..." (Coombs, 1989, p. 184). By using
> > participatory research in this study, Lang may be
> > able to combine both the needs of the participants for support
> > and the demands of the research community for warranted
> > knowledge claims.
> >
> >   (v) "CMC in science/inner city schools" Brian Murfin.
> >          March 1992.
> >
> > This pilot project will explore the use of electronic bulletin
> > boards to link research scientists with middle school students
> > in inner city schools.  The intent is to assess the effective-
> > ness of the medium in providing scientific role models to
> > underrepresented groups (i.e., Afro-Americans, females).
> > The theme of this proposed research addresses issues of
> > control and self-determination which are indicative of a
> > growing awareness of the political potential of the
> > technology.  Rice has raised this issue in his discussion
> > of empirical and theoretical concerns of CMC:  "...it is
> > not clear that society will necessarily benefit from the
> > rise of electronic groups....CMC...may also be more ephemeral,
> > less empowering, more homogenizing and less socially
> > cohesive than traditional personal and social networks...
> > Studies of...CMC system networks should also consider these
> > crucial questions of privacy, access, social stratification,
> > control and politics..." (Rice, 1990, p. 643).
> >
> >
> > Howard Frederick, in an article on computer networks
> > and the emergence of a global civil society, proposes a "Charter of
> > Communication Independence" which resembles a charter of
> > rights for communicators.  Included in these rights would
> > be rights of access to "communication resources to satisfy
> > human social, economic and cultural needs..." (Frederick, in
> > press).  Research which raises awareness of such issues will
> > provide knowledge and value claims not currently evident.
> >
> > CONCLUSION
> >
> > Our investigations of ongoing research in educational CMC has
> > increased our perception that participants are dealing in an
> > emerging technology which will demand flexible but no less
> > valid study than has been the standard for traditional educational
> > developments. The quantitative-qualitative argument may
> > have lost its validity in systematic assessment of the value of
> > educational CMC.  It is critical that researchers such as  Mason
> > are developing new paradigms which embrace  interpretivism and a
> > relational critical theory along with a modified positivism.
> >
> > The nature of educational CMC determines that "controlled
> > settings are difficult to establish, as the students and
> > teachers who select these new environments are often different
> > from those in more traditional settings". (Riel, 1991-1992,
> > p 7) The educational objectives of CMC projects are markedly
> > different from those of more traditional environments. They
> > "promote cross-curricular problem-solving skills, while
> > classroom tasks are more likely to emphasize the learning of
> > conceptual information in a single domain". (Riel, 1991-1992,
> > p 7) They develop different cognitive skills and use markedly
> > different teaching strategies and resources.  In this process,
> > the teacher's role and the nature of the classroom change
> > significantly. Because of the ease of access, human and other
> > information resources become common and co-operative and group
> > procedures become the norm.
> >
> > Although educational CMC is an emergent technology,
> > researchers are developing tools which will assess the
> > educational value of its application. As the field begins to
> > stabilize, it is hoped that classroom and CMC projects similar
> > enough in design and implementation will allow for
> > comparison and study.
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> REFERENCES
> >
> > Boyd, Gary (1989).  The Life-Worlds of Computer-Mediated
> > Distance Education.  In R. Mason & A. Kaye (Eds.),
> > _Mindweave: Communication, Computers and Distance Education_
> > (pp. 225 - 227).  Oxford:  Pergamon Press.
> >
> > Coombs, Norman (1989).  Using CMC to Overcome Physical
> > Disabilities.  In R. Mason & A. Kaye (Eds.), _Mindweave:
> > Communication, Computers and Distance Education_ (pp. 180 -
> > 185).  Oxford:  Pergamon Press.
> >
> > Danowski, J.A. (1982).  Computer-mediated communication: A
> > network-based content analysis using a CBBS conference.  In
> > M. Burgoon (Ed.), _Communication Yearbook 6_ (pp. 905 - 924).
> > California:  Sage Publishing.
> >
> > Ferrara, K., Brunner, H. and Whittemore, G. (1991).  Interactive
> > written discourse as an emergent register.  _Written Communica-
> > tion_, 8 (1), 8 -34.
> >
> > Frederick, Howard H. (in press). Computer Networks and the
> > Emergence of Global Civil Society:  The Case of the Association
> > for Progressive Communication (APC).  In L. Harasim & J. Walls
> > (Eds.), _Globalizing Networks: Computers and International
> > Communication_. Oxford.
> >
> > Harasim, L.M. and Chandler-Crichlow, C. (1989). Hypertextual
> > transcript analysis of educational computer conferences.
> > Paper presented at CERA, Quebec City.
> >
> > Higgins, R.N. (1990)  Learning nursing diagnosis via real-time
> > computer-mediated communication.  In E. Ellis (Ed.), _National
> > Educational Computing Conference, 1990_ (pp. 42-47). Eugene,
> > OR:  International Society for Technology in Education.
> >
> > Hiltz, R.S. (1988). _Learning in a Virtual Classroom: Final
> > Evaluation Report_ (Research Report25).  Newark, NJ:
> > Computerized Conferencing and Communications Center, New
> > Jersey Institute of Technology.
> >
> > Hiltz, R.S. (1990). Evaluating the virtual classroom. In
> > L.M. Harasim (Ed.), _Online Education: Perspectives on a
> > New Environment_ (pp. 133 - 183).  New York: Praeger Pub.
> >
> > Levin, J.A., Kim, H., and Riel, M.M. (1990).  Analyzing
> > instructional interactions on electronic message networks.
> > In L.M. Harasim (Ed.), _Online Education: Perspectives on
> > a New Environment_ (pp. 185 - 213).  New York: Praeger Pub.
> >
> > Levinson, P. (1988).  _Mind at Large:  Knowing in the
> > Technological Age_.  Connecticut:  JAI Press Inc.
> >
> >
> > Kiesler, S., Siegel, J., and McGuire, T. (1984).  Social
> > psychological aspects of computer-mediated communication.
> > _American Psychologist_, 39 (10), pp. 1123 - 1134.
> >
> > Mason, R. (1992). Moderating educational computer conferencing.
> > _Electronic Networking: Research, Applications, and Policy_,
> > Vol. 3.
> >
> > Mason, R. (in press). Methodologies for Evaluating Applications
> > of Computer Conferencing.  In A.R. Kaye (Ed.), _Collaborative
> > Learning through Computer Conferencing_.  Heidelberg:  Spring
> > Verlag.
> >
> > Rice, R.E. (1990).  Computer-mediated communication system
> > network data:  Theoretical concerns and empirical examples.
> > _International Journal of Man-Machine Studies_, 32, 627 - 647.
> >
> > Riel, Margaret "Approaching the Study of Networks", _The
> > Computing Teacher_, Dec/Jan, 1991-1992.
> >
> > Roulet, R.G. (1990).  Using the Interact System Model to analyze
> > computer mediated communication during small group problem-
> > solving task.  In _Proceedings of the Third Guelph Symposium on
> > Computer Mediated Communication_ (pp. 168 - 180).  Guelph,
> > Ontario:  University of Guelph.
> >
> > Sweet, R., Anderson, T., and Halenda, M. (1991).  Adoption and
> > Use of a Computer-Mediated Communication System by Contact
> > North Site Coordinators.  _Journal of Distance Education_,
> > _VI_(2), 64 - 78.
> >
> > Turoff, M. (1989).  _Computer mediated communication require-
> > ments for group support_ (Working paper).  Conference on
> > organizational computing, coordination and collaboration
> > theories and technologies for computer support work.
> > ICC Institute, University of Texas at Austin.
> >
> > Whitescarver, J., Czech, R.M., Balasubramanian, V., Subbarao,
> > A.M., Nadkarni, G.R., Reddy, S., and Bhamidipati, R. (1988).
> > _EIES: A case study of a computer mediated communication
> > system and integrated software development_.  New York:
> > Connected Education Inc. (an online document).
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> APPENDIX A
> >
> > RESEARCHERS CONTACTED - REFERENCED IN PAPER
> >
> > Carroll, Rhoda & Schipke, Rae (rhoda%munin@norwich.bitnet)
> > (CMC and Personality Types, presentation to Computers and
> > Composition Conference. May, 1991)                    -  lists
> >
> > Davis, Boyd H. & Brewer, Jeutonne P. (FEN00BHD@unccvm.bitnet)
> > (Cultural Contact and Chiming: Building an Online Community,
> > article received by e-mail. March, 1992)              -  lists
> >
> > Day, Michael (mday@garnet.berkeley.edu)
> > (Networking...the Rhetoric of the New Writing Classroom,
> > presentation at EDUCOM. October, 1991)                -  lists
> >
> > Eastmond, Daniel (eastmond@suvm.bitnet)
> > (Preliminary Report: Adult Students Using Computer
> > Conferencing...in draft. February, 1992)              -  lists
> >
> > Heeren, Elske (Heeren@edte.utwente.nl)
> > (Tools for support of on-line cooperative problem solving,
> > Abstract of graduate research proposal. March, 1992)   -  lists
> >
> > Hoffman, Robert (enrob@cphkvx.bitnet)
> > (CMC use in annotation of ESL email material, personal
> > communication. March, 1992)                            -  lists
> >
> > Lanfranco, Sam (lanfran@vm1.yorku.ca)
> > (Teaching the Expert, the Citizen, and the Wise in the
> > Computer Age, Thinking about Computer Mediated          -  lists
> > Communication,articles received by e-mail. March, 1992)
> >
> > Lang, Sharon (slang@utoroise.bitnet)                    - lists
> > (Graduate research project - CMC use with adolescents
> > with physical and developmental disabilities. March, 1992)
> >
> > Lowry, Ed (lowry@cals.enet.dec.com)
> > (Formal Language as a Medium for Technical Education,
> > article received by e-mail. March, 1992)               - lists
> >
> > Mason, Robin (RD_MASON@uk.ac.open.acs.vax)
> > (Methodologies for Evaluating Applications of Computer
> > Conferencing, in press)                                - lists
> >
> > Murfin, Brian (bmurfn@agns.as.ohiostae.eu)
> > (Graduate research - CMC use in science, inner city schools,
> > personal communication. March, 1992)                   - lists
> >
> > Robertson, Jacqueline (Jackie.Robertson@sociol.utas.edu.au)
> > (Collaborative Computing Workgroups - Report adapted from
> > Masters thesis. November,1991)                             - lists
> >
> > Scovell, Paul (E3FADES@SAE.townson.edu)
> > (Differences between Computer and Non-Computer Mediated
> > Communication:  A Preliminary Experimental Study, presented
> > at the Annual Meeting of the Eastern Communication
> > Association. April, 1991)                             - lists
> >
> > Shedletsky, Lenny (lenny.920314074614@portland.maine.edu)
> > (Computer-Mediated Communication to Facilitate Seminar
> > Participation and Active Thinking...prepared for presentation
> > to the Western States Communication Association panel;
> > received by e-mail.  March, 1992)                  - lists
> >
> >
> > APPENDIX B
> >
> >
> > RESEARCHERS CONTACTED (NOT REFERENCED IN PAPER)
> >
> > Anderson, Terry (anderson@acs.ucalgary.ca)         - personal
> > (Graduate research - CMC in Distance Education)       contact
> >
> > Brookshire, Robert G. (fac_rgb@vax1.acs.jmu.edu)      - lists
> > Electronic Bulletin Boards as Teaching Tools"
> >
> > Coombs, Norman (NRCGSH@ritvax.isc.rit.edu)        - lists
> > (Research in CMC - special populations)
> >
> > Cummins, Dr. Jim (J_CUMMINS@UTOROISE.BITNET)       - personal
> > (Chair, Modern Language Centre, O.I.S.E.             contact
> >
> > Davie, Lynn (l_davie@utoroise.bitnet)              -  personal
> > (Research in CMC - facilitation/moderation)           contact
> >
> > Ehrmann, Stephen (ehrmann@umuc.umd.edu)            -  personal
> > (Annenburg Project - research in technological        contact
> > innovation)
> >
> > England, Richard (rengland@snyescva.bitnet)           -  lists
> > "CMC and Contract Tutorials"
> >
> > Ellsworth, J. (JE01@swtexas.bitnet)                   -  lists
> > (Research in Computer Mediated Learning)
> >
> > Guy, Anne Marie (AMGUY@UTOROISE.BITNET)            - personal
> > (Graduate research - Teacher as Learner)             contact
> >
> > Harasim, L. (linda_harasim@sfu.ca)                 -  personal
> > (Research in CMC - hypertext, groupwork)               contact
> >
> > Jacek (jacek@edstar.gse.ucsb.edu)                     -  lists
> > (Graduate research - Bulletin Board use in Science
> > Classrooms)
> >
> > Johnston, Valerie (aave698@alaska.bitnet)          -  lists
> > (Evaluation of CMC use by faculty at U of Alaska)
> > Levinson, Paul (plevinson@dcunsn.das.net)           - personal
> > (Research in CMC - Connected Education, Inc)           contact
> >
> > Maynor, Natalie(Maynor@RA.msstate.edu)               -lists
> > (CMC Rearch  - discourse analysis)
> >
> > Miika Marttunen (mmarttun@keppi.jyu.FI)                - lists
> > (CMC Research - Learning and Argumentation)
> >
> > Paulsen, Morten F. (MFP101@PSUVM.psu.edu)           -  personal
> > Graduate research - CMC bibliography, list editor)      contact
> >
> > Phillips, Gerald (GMP@PSUVM.bitnet)                   - lists
> > (Research in communications)
> >
> > Rice, Ronald (rrice@zodiac.bitnet)                    -  lists
> > (Research in CMC -organizations)
> >
> > Rogers, Susan (smrasv@ritvax.isc.rit.edu)               -  personal
> > (Graduate research - CMC use in distance education)        contact
> >
> > Scane, Joyce (J_SCANE@UTOROISE.BITNET)                   - personal
> > (Oise researcher - Distance Education)                     contact
> >
> >
> > Stammen, Ron (stammen@plains.NoDak.edu)               -  lists
> > (Evaluation of use of CMC in professional training)
> >
> > Sweet, Robert (rsweet@lakehead.bitnet)              -  personal
> > (Research in CMC - issues of access)                    contact
> >
> >
> APPENDIX C - QUERY POSTED TO LISTS
> >
> >      *  *   *    *   *     *    COMPUTER MEDIATED COMMUNICATION
> >     *  *    *  *   *                    IN
> >         *    * * *                   EDUCATION
> >                  *      Are you, or have you in the past TWO
> >              *      years engaged in research in the above
> >             *       textual medium (field, area, conceptual
> >      ____________   realm)??????
> >     |     *      |
> >     |     *  *   |  AN ENTIRE GRADUATE CLASS NEEDS TO KNOW!
> >     |   *  *   * |
> >     |      *   * |          PLEASE CONTACT ME
> >     |____________|
> >                               Specifically:
> >
> > 1. What and how are you (did you) investigate?
> >         & (OPTIONAL)
> > 2. How did you support your claims? (ie. bkgrd, sources)
> > 3. Has your approach changed? (if so, how)
> >
> >         All replies answered...papers appreciated!
> > MANY, MANY THANKS IN ADVANCE & PARDON THE CROSS_LISTING
> > (COMSERVE & DEOS)
> >
> > - a modified posting was later sent to IPCT-L, MBU-L and
> > QUALRES listservers.
>

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