Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research

Activating Boxmind: an evaluation of a web‐based video lecture with synchronized activities

The aim of this study was to evaluate the use of synchronous computer‐mediated communication activities in a video e‐lecture. Previous research has reported that learning is facilitated when communication activities are added to a video lecture. Twelve postgraduate students participated in the study and they viewed a video e‐lecture on the perspective‐taking theory of communication. The lecture consisted of a video image of the lecturer, an audio track, slides, the transcript and a number of communication activities. They were given a pre‐test a week before the lecture and a post‐test a week after. They were also asked to rate the helpfulness of various aspects of the lecture. Students’ post‐test scores were statistically significantly higher than their pre‐test scores. They found the audio track, transcript, slides and activities helpful. The most helpful aspects were the communication activities. The implications of these findings are discussed

Learning Languages On-Line: The Role of Interpersonal Relations. [abstract].

This paper reports on a pilot study examining how the communication patterns of second language learners may change in the course of one semester using a synchronous text-based Computer-Mediated Communication (CMC) environment. This paper examines the dynamics of interpersonal interactions and social processes of a cohort of forty-three university students, with at intermediate level of competence in Spanish. The students participated in five synchronous CMC discussions in small groups. The paper also considers how CMC can provide an additional context for the creation of a learning community by providing opportunities to engage in meaningful social interaction in a non-threatening and supportive environment

What do learners want from computer mediated communication systems?

Computer-mediated communication (CMC) in education has both benefits and problems. The benefits could be increased and the problems alleviated by improved design of CMC systems. Following a user-centred design approach, interviews were therefore carried out with distance learners who use CMC systems. The aim was to elicit ideas for improvements, and to discover which features students find helpful and unhelpful. Ten students of the UK Open University, which uses the FirstClass computer conferencing system, were interviewed individually or in a focus group. Observations of students using the system were also carried out. The study revealed three major areas where enhancements are needed: dealing with information overload; increasing social presence; and providing tools for synchronous communication. The importance of a personalised interface and a high degree of user control were also highlighted

A Cost-Benefit Analysis of Face-to-Face and Virtual Communication: Overcoming the Challenges

Virtual communication has become the norm for many organizations (Baltes, Dickson, Sherman, Bauer, & LaGanke, 2002; Bergiel, Bergiel, & Balsmeier, 2008; Hertel, Geister, & Konradt, 2005). As technology has evolved, time and distance barriers have dissolved, allowing for access to experts worldwide. The reality of business today demands the use of virtual communication for at least some work, and many professionals will sit on a virtual team at some point (Dewar, 2006). Although virtual communication offers many advantages, it is not without challenges. This article examines the costs and benefits associated with virtual and face-to-face communication, and identifies strategies to overcome virtual communication\u27s challenges

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

E-learning for Networked Living

Networked Living is a Level 1 course in Information and Communication Technologies (ICT) offered by the UK Open University. The first two presentation of the course, in 2005 and 2006, attracted over 3000 students between them. Networked Living introduces students to ICT concepts and issues in a range of contexts. The course adopts a blended learning approach, using printed texts, web resources, DVD and computer conferencing. All the above media are used where appropriate to support students' learning. About 60% of the material is print-based – teaching texts, together with selected third-party articles. About 20% is web-based – using a comprehensive course web site, but also requiring students to find and use third-party sites. The remaining 20% is based on offline computer resources (e.g. spreadsheets) and collaborative activities using computer conferencing. The course web site contains short animations, quizzes and several interactive activities where students contribute information and commentaries, and can then see the collated contributions of other students. The DVD contains longer animations, simulations and software. Computer conferencing is used for tutor-group and whole-cohort conferences, and for online tutorials, with both asynchronous and synchronous discussion. The course web site provides a new, shareable 'online journal' facility, where students can record their work for the course. This paper discusses the various e-learning elements of Networked Living, based on the first two presentations of the course. The paper considers how e-learning can be combined with printed resources to create a successful blended learning experience for students

Communicating, learning and the in-between: a study of the impact of open-access, informal online learning environments

1. The broad aim of this project has been to contribute understandings of the uses of computer-mediated communication in 'informal' (not leading to certification) yet institutionally-hosted online spaces. The project consisted of an investigation into engagement with communication and discussion tools provided by OpenLearn, the Open University's Open Content Initiative (http://www.open.ac.uk/openlearn). 2. The research focused on a selection of examples of asynchronous and synchronous communication situations within OpenLearn, including a selection of forums from the LearningSpace (http://openlearn.open.ac.uk) and various instances of synchronous communication using FM (FlashMeeting) that took place within the context of two pilot studies organised by the researcher in coordination with discipline-based colleagues. 3. Whilst the research was based on an action research orientation, the approach was predominantly exploratory and ethnographic methods (observation and participant observation) were used, complemented with semi-structured interviews, as appropriate. Thematic analysis was used within a grounded theory approach. 4. The study suggests 5 themes as core elements of engagement in CMC within an OER context: 'validation�; 'privacy�; 'trust�; 'purposefulness�; 'leadership'. The themes are mutually-dependent and each warrants more detailed investigation, and relevant topics are discussed. 5. In short, the study provides a contribution to enquiries on the impact of OERs in that it brings to light, from within a sample of learning situations across the 'informal�/�formal' space, a number of boundary issues concerning curriculum and, in particular, pedagogy. It suggests that a major aspect of the impact of OERs is that their availability is not only creating new challenges but also uncovering previously veiled tensions and questions regarding identity and boundaries. 6. A number of outputs have been generated, including two new projects that capitalise on understandings facilitated during the pilots carried out within the remit of this study