A Case Study Describing Student Experiences of Learning in a Context of Synchronous Computer-Mediated Communication in a Distance Education Environment.

Based on collaborative learning theories, this qualitative study describes seven adult students' experiences of learning in a context of synchronous computer-mediated communication within a distance education environment. The setting was an 8-week, Internet-based undergraduate/graduate sociology course sponsored by Indiana University Purdue University at Fort Wayne. The primary mode of instruction was text-based, synchronous computer conferencing (online discussions). Course requirements included weekly interaction in the chats among small groups of fellow students and the instructor. Data collection focused on a series of four interviews with each study participant and was supplemented by observations of participants' interactions in the synchronous conferences, learning journal entries, and a reflective journal maintained by the researchers. Analysis of the evidence focused on cognitive and affective responses as study participants learned computer competencies, critical thinking skills, and course concepts. As a result of this study, synchronous computer conferencing was validated as a potentially motivational and effective tool for interactive learning with computer-mediated communication in the distance education environment. (Contains 27 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the original document. 1 A Case Study Describing Student Experiences of Learning in a Context of Synchronous Computer-mediated Communication in a Distance Education Environment PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Judith J. Sorg James H. McElhinny Ball State University Abstract Office U.S. DEPARTMENT OF EDUCATION of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it.Office U.S. DEPARTMENT OF EDUCATION of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Based on collaborative learning theories, this qualitative study describes seven adult students' experiences of learning in a context of synchronous computer-mediated communication within a distance education environment The setting was an eight-week, Internet-based undergraduate/graduate sociology course sponsored by Indiana. University Purdue University Fort Wayne. The primary mode of instruction was text-based synchronous computer conferencing (online discussions). Course requirements included weekly interaction in the chats among small groups of fellow students and the instructor. Data collection focused on a series offour interviews with each study participant, and was supplemented by observations of participants' interactions in the synchronous conferences, learning journal entries, and a reflective journal maintained by the researcher. Analysis of the evidence focused on cognitive and affective responses as study participants learned computer competencies, critical thinking skills, and course concepts. As a result of this study, synchronous computer conferencing was validated as a potentially motivational and effective tool for interactive learning with computer-mediated communication in the distance education environment.