e-Learning does not have to be an isolating experience for the learner. In fact, most effective e-Learning will provide plenty of opportunity for human interactions based on the content of instruction. The Internet and related technologies provide a range of options for this to occur through what has come to be called computer-mediated communication (CMC).
CMC can be defined as the use of computer systems and networks for the transfer, storage and retrieval of information among humans. Computer conferencing, both synchronous and asynchronous, is one aspect of CMC and includes email, interactive messaging, chat, and group conferencing support systems such as discussion lists, listserv, Usenet and bulletin board systems. Discussion lists (conferences), email and chat are currently the most commonly used for facilitating interaction in e-Learning.
Regardless of the technology employed, CMC is based on some assumptions and convictions:
- Useful knowledge can be gained through dialogue with others.
- Electronic conferencing is unique: social and textual cues that regulate and influence group behavior are missing: authority and control structures shift rapidly; the usual discriminators of race, age and gender are almost hidden.
- Users' appreciation of CMC does not appear to depend on previous computer literacy or experience (Fahy, 1999)
Awareness of these assumptions will better enable the course designer to understand issues that may arise from integration of CMC into distance education or training. In addition to these, a number of other issues surrounding CMC have been identified that might guide decisions about when or how to incorporate CMC into designed instruction. These can be broadly categorized as factors that either enable or disable effective interaction.
Some of the more common attributes of CMC are listed below. Determine whether they would either enable or disable effective on-line communication by clicking the appropriate button.
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Disabling |
| Teachers tend to share the stage to a greater degree than in face-to-face courses. Thus, there can be more equally distributed interaction in CMC courses. |
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| As with many face-to-face classroom discussions, a few participants tend to dominate the discussion. |
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| CMC allows for reflective rather than impulsive or spontaneous comments. |
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| Making original contributions to conference topics, reading and responding to all course participants' contributions can become time consuming and tedious. |
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| There may be a problem with 'lurking' in CMC, defined as those who participate by reading only, without providing comments or submissions in their turn. |
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| Shy participants, or those who might not normally feel comfortable speaking up in classrooms, can be more willing to contribute to discussions in a "safer" CMC environment. |
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| CMC can personalize distance education and remove feelings of isolation resulting from studying self-learning materials. |
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| There is an absence of the non-verbal, visual cues that face-to-face communication provides. As a result, intentions can be misread and clarification becomes a series of time consuming back and forth messaging or posting to the conference. |
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