Computer Mediated Communication in Textiles

Abstract This study explored some aspects of computer mediated communication (CMC) in a web-based textile science class offered at the university level. Results suggest the CMC elements of popular press, online readings with a posted discussion board aided student acquisition, articulation, and application of course material. Students were pleased with the readability of the popular press readings. Introduction Technology-supported education in the United States higher education system has become a significant delivery mechanism of information due to the perceived advantages of using computers and the Internet over other forms of communication (Johnson, Burnett, & Rolling, 2002). With the proliferation of Internet based courses, questions arise concerning the quality of communication for teaching and learning purposes (Karuppan, 2001; Storey, Phillips, Maczewski & Wang, 2002). During spring semester 2005, the researcher integrated dimensions of computer mediated communication (CMC) into a web-based textile science undergraduate class. CMC connotes the interactive textual exchange of information in learning networks comprised of instructors and students communicating in real time or sequentially (Harasim, Hiltz, Teles, & Turoff, 1995). Purposes of this paper were to share student examples demonstrating their acquisition, articulation, and application of course material prompted by the online asynchronous discussion of posted readings. There are many different technical kinds of CMC, including email, discussion groups, chats and messaging, multi-user domains, and audio-visual systems. The use of interactive textual exchange of information can supplement face to face sessions with students. In addition, through these interactive tools, students can increase their interaction with peers and instructor providing additional opportunities for acquisition, articulation, and application of course material. Formative and summative feedback can be given via interactive networks at various levels through a mixture of instructor set tasks/quizzes and peer or instructor comments via discussion boards, chat, or email (Pilkington, Bennett, & Vaughan, 2000). Since the 1980s, when new communication technologies were developed, CMC has become an increasingly important aspect of university teaching. Edwards and Clear (2001) suggested that web-based tools such as electronic discussion were successful strategies that should be integrated into online teaching and into in-class learning activities. Goodwin, Graham, & Scarborough (2001) found that the development of an asynchronous learning network enriched the environment for distance learning. Pilkington, Bennett, and Vaughan (2000) found that graduate student participation in chat seminars, an electronic discussion board, was accompanied by above average performance in group-work. Greenlaw and DeLoach (2003) believed electronic discussions to be an interesting approach to teaching critical thinking because it combined the best of writing exercises and in-class discussions. These researchers stated that CMC provided opportunities for student acquisition, articulation and application of course work. An and Frick (2006) found that students perceived CMC as convenient especially for tasks such as idea generation. Purpose Purposes of this paper were to share student examples demonstrating their acquisition, articulation, and application of course material prompted by the online asynchronous discussion of posted readings. During the spring semester 2005, the researcher integrated elements of CMC into the web-based textile science course, including weekly readings from popular press offerings and student-posted discussions of the readings. These readings broadly covered the topics of the course and could be grouped into the following categories: innovations in textile science, industrial applications of textiles, cultural and historical perspectives of textiles, conservation of textiles, and the finishing of cloth. …