Investigating design features of a computer-mediated communication system

Computer-mediated communication (CMC) is increasingly used in higher education, but it is not without problems. The effectiveness of CMC depends on many factors, including the characteristics of CMC systems themselves. The research reported here therefore aimed to investigate how an educational CMC system might be improved, in order to support learning more effectively. The main context for the research was distance learning at the UK Open University (OU). A two-stage, mixed methods research approach was adopted. In the first stage, interviews and observations were carried out to explore the benefits and problems experienced by users. This revealed two major issues: information overload and lack of social presence. Information overload relates to users’ problems dealing with large numbers of messages. Social presence relates to the need for users to feel connected with each other. The second stage investigated system features aimed at addressing these issues, implemented in a prototype computer conferencing system. Features to address overload included branched message threading and user recommendations. Features to address social presence were ‘résumés’ and instant messaging. These features were evaluated using questionnaires, with several cohorts of students in an OU course. Students expressed approval of the features, although some features were not widely used. Students preferred branched threading to chronological threading because branching helped them to follow ‘conversations’. Students were uncomfortable recommending messages, feeling that the value of a message would vary between people. They were also uncomfortable using instant messaging to contact others whom they did not know. However, the awareness aspect of instant messaging provided a sense of solidarity. The research demonstrated that the problems of overload and lack of social presence are significant, and each has social aspects which must be addressed. Students’ relationships with each other affect whether and how they use the features of CMC systems. We can conclude that particular attention must be paid to the social aspects of online communication, both when designing educational CMC systems and when considering how they are used. To maximise the benefits for learning, students need to feel comfortable with each other online, and there are few short cuts to achieving this

Appropriate assessment for resource based learning in networked environments

Recent advances in the use of information and communications technologies in Higher Education have led to an explosion of interest in networked learning, which offers the potential for more open ended and flexible study in an ODL context. Anew generation of resource based courses in networked environments combines access to a wide variety of resources in electronic form, with the construction and negotiation of meaning through online collaborative interaction. This study set out to establish what assessment strategies might be appropriate to support student learning in this context.A case study of one Open University undergraduate course was undertaken over a three year period, with three cohorts of students, and the findings were compared with a short study of a second postgraduate course. The research explored perspectives on resource based learning in networked environments and highlighted aspects of assessment which appeared to support learning effectively. These findings led to the refining of assessment in later course presentations, demonstrating a successful interplay between evaluation and teaching practice.The study has confirmed that the assessment strategy must be aligned with the exercise of self-directed learning, whilst developing information handling and online collaborative skills, and allowing scope for open-ness and flexibility in content. The extent to which these criteria for design are important will depend on the stage of development of the students, and the aims, and degree of openness of the course.The experience here shows that it is important to identify and differentiate between appropriate skills required for a course, and those which the course will seek to develop, so that the assessment can reflect these aims

Lingvistiskā variācija elektroniskajā akadēmiskajā diskursā

Promocijas darbā ir atspoguļota jauna īpaša angļu valodas diskursa veida, kas notiek akadēmiskajās aprindās ar datora starpniecību, leksisko un gramatisko formu sastopamības variācijas teorētiskā un empīriskā izpēte. Ir izstrādāta oriģināla elektroniskā akadēmiskā diskursa (EAD) definīcija. EAD piemīt specifiskas lingvistiskās īpašības, kas to atšķir no citiem angļu valodas diskursa veidiem. Ir piedāvāta oriģināla tipoloģiska EAD klasifikācija. Ir norādīti seši tipiskākie EAD veidi: akadēmiskie e-pasti, sinhronās konferences, tiešsaistes diskusijas, emuāri, hiperteksti un elektroniskie semināri. Katra EAD veida raksturošanai tika izveidoti seši specializēti tekstu sakopojumi. Lingvistisko leksisko un gramatisko formu sastopamības daudzdimensiju analīze (Biber 1988) tika izmantota kā galvenais kvantitatīvais izpētes paņēmiens. Būtiskas izmaiņas ir atklātas piecdesmit piecu leksisko un gramatisko formu. Pretēji tradicionālajam uzskatam, ka elektroniskais akadēmiskais diskurss būtiski nemainās, pētījumā iegūtie rezultāti pierāda būtisku multidimensiju variāciju dažādu EAD veidu lingvistisko līdzekļu sastopamības biežumā. Šajā pētījumā iegūtie rezultāti var būt noderīgi pētījumu veicējiem, kas pēta elektroniskās valodas atšķirības, valodas pasniedzējiem un citiem speciālistiem lietišķajā valodniecībā.The dissertation presents the undertaken theoretical and empirical research investigating a new specific type of English discourse that takes place in academic settings and is mediated by computer. An original definition of computer-mediated academic discourse (CMAD) has been elaborated. The author has demonstrated that CMAD has specific linguistic characteristics distinguishing it from other types of English discourse. An original typological classification of CMAD has been proposed. The following six most typical types of CMAD have been distinguished: academic e-mails, synchronous conferencing, online discussions, weblogs, hypertexts and computer-mediated seminars. Six specialised corpora were complied to represent each type of CMAD. Multidimentional analysis of variance of linguistic features (Biber 1988) was applied as the main quantitative research method. Considerable changes have been revealed in the use of fifty-five types of linguistic features in the corpus. Contrary to the traditional view, which regards academic discourse mediated by computer not significantly varying, the research results provide the evidence of significant multidimensional variation in the frequency of appearance of linguistic features in different types of CMAD. The findings obtained in the present research may be of interest to the researchers investigating varieties of computer-mediated language, language educators and other specialists in applied linguists

Lingvistiskā variācija elektroniskajā akadēmiskajā diskursā

Promocijas darbā ir atspoguļota jauna īpaša angļu valodas diskursa veida, kas notiek akadēmiskajās aprindās ar datora starpniecību, leksisko un gramatisko formu sastopamības variācijas teorētiskā un empīriskā izpēte. Ir izstrādāta oriģināla elektroniskā akadēmiskā diskursa (EAD) definīcija. EAD piemīt specifiskas lingvistiskās īpašības, kas to atšķir no citiem angļu valodas diskursa veidiem. Ir piedāvāta oriģināla tipoloģiska EAD klasifikācija. Ir norādīti seši tipiskākie EAD veidi: akadēmiskie e-pasti, sinhronās konferences, tiešsaistes diskusijas, emuāri, hiperteksti un elektroniskie semināri. Katra EAD veida raksturošanai tika izveidoti seši specializēti tekstu sakopojumi. Lingvistisko leksisko un gramatisko formu sastopamības daudzdimensiju analīze (Biber 1988) tika izmantota kā galvenais kvantitatīvais izpētes paņēmiens. Būtiskas izmaiņas ir atklātas piecdesmit piecu leksisko un gramatisko formu. Pretēji tradicionālajam uzskatam, ka elektroniskais akadēmiskais diskurss būtiski nemainās, pētījumā iegūtie rezultāti pierāda būtisku multidimensiju variāciju dažādu EAD veidu lingvistisko līdzekļu sastopamības biežumā. Šajā pētījumā iegūtie rezultāti var būt noderīgi pētījumu veicējiem, kas pēta elektroniskās valodas atšķirības, valodas pasniedzējiem un citiem speciālistiem lietišķajā valodniecībā.The dissertation presents the undertaken theoretical and empirical research investigating a new specific type of English discourse that takes place in academic settings and is mediated by computer. An original definition of computer-mediated academic discourse (CMAD) has been elaborated. The author has demonstrated that CMAD has specific linguistic characteristics distinguishing it from other types of English discourse. An original typological classification of CMAD has been proposed. The following six most typical types of CMAD have been distinguished: academic e-mails, synchronous conferencing, online discussions, weblogs, hypertexts and computer-mediated seminars. Six specialised corpora were complied to represent each type of CMAD. Multidimentional analysis of variance of linguistic features (Biber 1988) was applied as the main quantitative research method. Considerable changes have been revealed in the use of fifty-five types of linguistic features in the corpus. Contrary to the traditional view, which regards academic discourse mediated by computer not significantly varying, the research results provide the evidence of significant multidimensional variation in the frequency of appearance of linguistic features in different types of CMAD. The findings obtained in the present research may be of interest to the researchers investigating varieties of computer-mediated language, language educators and other specialists in applied linguists

Conditions affecting Computer Supported Collaborative Learning in Higher Education in the UK and South Korea

The purpose of this research is to explore CSCL as an instructional model for developing the skills and competencies required in the „knowledge society‟ and to suggest under what conditions CSCL might be effective. To this end, an in-depth investigation of students‟ collaborative interaction patterns, their perceptions of their learning and the variables impacting on their interaction was conducted. The four contexts of study looked at alternative communication tools, collaborative task types and distance versus campus modes in South Korea and the UK. Data collection from these diverse contexts adopted a mixed methodology. Data analysis initially focused on the first two case studies and was then extended across the remaining contexts which explored alternative tasks and media. Students‟ collaboration patterns indicated that students input more effort on doing the work for which they were individually accountable rather than toward a group effort. The process of negotiating meaning was found to be weak in asynchronous online discussion and the most difficult aspect of group project tasks for students. Students‟ socio-emotional aspects also influenced collaboration patterns. Nevertheless, students‟ perceptual data indicated that they believed CSCL had diverse learning merits. In conclusion, some conditions for effective CSCL design were suggested.EThOS - Electronic Theses Online ServiceGBUnited Kingdo