On- and off-campus engineering student usage of a computer conferencing system

This article reports on the introduction of a computer-conferencing component into a first-year study unit in technology management at Deakin University, Australia. It was found that significant variations in computer usage were correlated to student study mode, including source of computer access, source of Internet access, hours-per-week computer usage, regular use of e-mail, regular use of the Internet, number of times the conference was accessed, use of computers for games, and use of computers for learning. Other moderate differences were also noted. Following exposure to the computer conference, on-campus students were more likely to agree that computers could assist their learning, and off-campus students were less likely to agree that learning from computers would be better than classes/lectures.

Usage of a computer conferencing system by on- and off-campus engineering students

This paper reports on the introduction of a computer conferencing  component into a first year study unit in Technology Management at Deakin University, Australia. It was found that significant variations in computer  usage were correlated to student study mode, including source of computer access, source of Internet access, hours per week computer usage, regular use of email, regular use of the Internet, and number of times the conference was accessed. Other moderate differences were also noted. Following  exposure to the computer conference, on-campus students were more likely to agree computers could assist their learning, and off-campus students  were less likely to agree that learning from computers would be better than classes/lectures.

Investigating the impact of computer conferencing: content analysis as a manageable research tool

Content analysis of computer conferences provides a rich source of data for researching and understanding online learning. However the complexities of using content analysis in a relatively new research field have resulted in researchers avoiding its use as a qualitative or quantitative method and using more familiar methods such as survey and interview instead. Ethical issues are also raised that, though ensuring students’ rights, particularly to privacy and with no fear of coercion, are making it difficult for researchers to access and analyse archives of conference data as a research source. This paper suggests a pragmatic but systematic approach to solving these research issues by using several research strategies that are described in the context of the authors’ research and practice.

Teaching presence in computer conferencing : lessons from the United States and Australia

This paper uses the category of teaching presence as a framework to analyze and compare teaching presence in two computer conference contexts. Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes. This paper is based on an interview designed to capture reflections about teaching practices of two instructors, one from the United States and the other from Australia. We first present individual case studies of the two computer conference contexts, followed by conclusions and implications for research and practice.

Evaluating the quality of learning in Computer Supported Co-operative Learning

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

Does the medium dictate the message? Cultivating communication in an asynchronous environment

Virtual learning environments (VLEs) are often perceived by education establishments as an opportunity to widen access without traditional overheads. An integral part of most VLEs is asynchronous computer conferencing and on-line moderators must help students migrate quickly to the new virtual environment to minimize learning disruption. This paper focuses on 21 new on-line moderators and reports their changing perceptions re their role and concerns, from their first appointment through to the end of the delivery of their first on-line course. The findings suggest that it is only after socialization occurs that information can be exchanged and lead to knowledge construction. These are supported by, and extend, prior research by Z Berge, R Mason, M Paulsen and G Salmon and are reinforced by empirical work with a further 19 new on-line moderators.

Evidence for sustainable e-learning in quality online learning environments: a purposive approach to content analysis

This paper examines a methodology for establishing quality in online learning environments. For e-learning to be sustainable in flexible, open and distance learning, its value in learning must be able to be analysed. In the case of computer conferencing, one way to do this is with content analysis. This methodology is discussed with a review of current frameworks. These indicate that while some researchers and evaluators either use or modify existing frameworks, most researchers develop new ones, generally through the adaptation of existing theories, concepts or model, but in some cases through grounded theory approaches. The development and implementation of two frameworks are then discussed in detail. Both were developed to investigate and evaluate both collaborative learning and deep and surface learning as evidenced in computer conferences. Evidence of such learning attributes are precisely the elements of value in e-learning that can be shown through such a methodology. These attributes can then be integrated into courses developed for quality online learning environments.

Developing the Deakin online teaching and learning repository

Slides for a report on the development of the Deakin online teaching and learning repository and the proposal to create a modern Deakin version of the 1991Najaden Collection of papers on collaborative learning through computer conferencing. The collection will be called Audio, Video, Disco - Look, Listen, Learn and contain 'best of breed' papers about Deakin's past and future as a distance edcuation - flexible learning university, from the Deakin online teaching and learning repository.

On-campus students' learning in asynchronous environments

Asynchronous online discussions have the potential to improve learning in universities. This thesis reports an investigation into the ways in which undergraduates learned in online discussions when they were included within their face-to-face courses. Taking a student perspective, four case studies describe and explain the approaches to learning that were used by business undergraduates in online discussions, and examine the influence of the computer-mediated conferencing (CMC) medium and curriculum design on student learning. The investigation took a qualitative approach where case studies were developed from multiple data sources. In each of the cases, a description of the setting of the online discussions introduced the learning environment. Further details of student learning behaviours in the online discussions were provided by an analysis of the systems data and a content analysis of the online discussion transcripts. In depth interpretation of interview data added student perspectives on the impact of CMC characteristics, the curriculum or learning design and the relationship between the online discussions and face-to-face classes. A comparative cross case analysis of the findings of the four cases identified and discussed general themes and broad principles arising from the cases. The campus-based students acknowledged that online discussions helped them to learn and their message postings evidenced deep approaches to learning. The students recognised the value for learning of the text based nature of the CMC environment but peer interaction was more difficult to achieve. Asynchronicity created time flexibility and time for reflection but it also presented time management problems for many undergraduates. Assessment was the most influential aspect of the curriculum design. The cases also identified the importance of a dialogical activity and the absence of the teacher from the online discussions was not problematic. The research identified new perspectives on the relationship between online discussions and face-to-face classes. Students regarded these two media as complementary rather than oppositional and affirmed the importance of pedagogic connections between them. A teaching and learning framework for online discussions was developed from these perspectives. The significance of this study lies in improved knowledge of student learning processes in online discussions in blended learning environments. The cases indicated the potential value of the CMC environment for constructivist philosophies and affirm the significant role of curriculum design with new technologies. Findings relating to the complementary nature of online and face to face discussions provided a platform for building a teaching and learning framework for blended environments which can be used to inform and improve pedagogical design, teacher expertise and student learning outcomes in asynchronous online discussions.

Case study of electronic networking in an initial teacher education course

Electronic networking ('computer-mediated communication1), considered to be ‘unique domain for educational activity’ (Harasim, 1989:50) and ‘new educational paradigm’ (Mason & Kaye, 1989:23), has been widely used and researched in K-12 schooling, place-based undergraduate subjects and distance education courses. However, only a limited number of reports of usage with experienced teachers (professional development), beginning teachers (induction support) and trainee teachers (initial training) have been published. Hence, little is known about the ways in which this new medium might contribute to the acquisition and maintenance of professional knowledge in the field of teacher education. The purpose of this study was to document an application of electronic networking in an initial 'school-based1 teacher education course. Three factors which were considered to be important in the adoption of electronic networking were specifically addressed: (a) the potential of the medium to attract and maintain a representative and comprehensive audience', (b) the willingness of participants to use the medium for the notation of ideas about teaching; and, (c) the extent to which reflection on practice was evident in network messages. This study also identified and investigated other effects which emerged as participants attempted to negotiate personal relationships with new technology. A case study was selected to investigate audience, notation, reflection, and other effects, in a particular application. Data were collected using participant observation, software-generated statistics, printed documentation, university records, questionnaires, interviews and content analysis of messages. These data were used to describe and analyse network participation by trainee teachers, classroom teachers and university staff. The data revealed that an audience did exist on the electronic network but that this was not comprehensive. Teachers had difficulty accessing the network because of other school commitments, access to equipment and personal competence with microcomputers. These difficulties indicated that developing and maintaining the teacher audience may be a major problem with electronic networking in initial teacher education. This case study revealed that deeply held concerns about notation of ideas by trainee teachers and classroom teachers can be powerful reasons for limited network participation. For trainee teachers, recording ideas publicly presented special difficulties associated with written communication. They were concerned about writing for an audience; about what to write about and how to write it. The loss of visual and verbal cues which form part of face-to-face communication was also a problem leading to concerns about how messages would be received by others. However, the overwhelming concern of almost all trainee teachers about presenting their own ideas was Tear of criticism' from peers (in particular), and other participants on the network. Trainee teachers expressed concerns about the 'dangers' of putting their thoughts in writing, the scrutiny their messages might have received from others, and the public 'criticism' about what they wrote which might have appeared on the network. Knowing that messages were stored on the network, and could be retrieved at some later date, heightened anxiety about the vulnerability of written communication; what was written on one occasion may have to be defended at some later date when the views expressed initially were no longer held. Classroom teachers were also unsure about recording their own ideas in an electronic form. Like trainee teachers, they were concerned about the scrutiny their contributions might receive from other users, and the lack of visual and verbal cues which they had learnt to use in face-to-face communication. Notating ideas in text-based messages which were archived (by the software), and retrievable by others later, was also daunting to many teachers. Another major 'danger' for teachers was the possible repercussions of 'public comment' about curriculum policy and initiatives which they thought might get them into 'trouble' with their employer. Since very few messages were contributed to conferences, there was little evidence of reflection in network communication. In the main, the network was not used to share information and ideas about curriculum and teaching. Public examples of collaboration between participants were not evident, and the 'special knowledge' held by members in each distinct group of users was not elaborated and discussed. Messages were not used to request information or clarification about issues, to outline the processes by which decisions about teaching were reached, or to synthesis ideas from different sources. The potential of the medium to operationalise reflective practice was not realised. Among the effects observed, the use of an anonymous account to access the network, and the impact this had on participation (in one conference) was considered to be a particularly significant finding. While the opportunity to systematically investigate the effects of anonymity on network participation and message contributions was not realised (by the author) while the research was in progress, the effects observed and discussed are considered to be important and worthy of further investigation. In this case study, the anonymous account helped trainee teachers mask concerns about personal writing skills and fear of criticism from others, indicating that anonymity may alter communication patterns, particularly in the early stages of network use. Given the data collected in this case study, and the interpretations placed on it by the author, a pessimistic assessment of the place of electronic networking in initial teacher education courses was presented. For this situation to change - that is, for electronic discussions to become more fully integrated into course activities - four issues which need to be addressed were identified and discussed. These included clarification of the role of collaboration amongst participants in initial teacher education, the ways in which collaboration can be facilitated using electronic networking, the problems of notation - such as the difficulty of expressing ideas about teaching in written form, and the concerns about permanently archived messages - for teachers and trainee teachers, and the lack of skills which many trainee teachers bring to electronic discussions. In the context of initial teacher education, it was suggested that these four aspects require clarification and development before the potential advantages of electronic networking can be realised. Some specific suggestions about how these issues might be resolved were presented.

Using technologies in teaching : an initiative in academic staff development

Academic staff development in the pedagogical applications of new technologies is fundamental to the transformation of teaching and learning in tertiary education settings. We present a case study of a staff development activity at Deakin University, a multi-campus university offering on and off-campus programs, which aimed to develop a collegial online experience for academics interested in using online technologies. It is contextualised within a broadly based centrally funded project initiated by the University to extend the use of technologies in significant curriculum areas. The initiative employed a text-based, asynchronous computer conferencing environment. We describe the structure of the online environment and explore the major issues raised by the participants based on their experience and evaluation of the conference. We conclude by raising key questions that draw on our experience of the successful outcome of this initiative to advance relevant and meaningful opportunities for academic staff development.

A Scalable Architecture for VoIP Conferencing

Real-Time services are traditionally supported on circuit switched network. However, there is a need to port these services on packet switched network. Architecture for audio conferencing application over the Internet in the light of ITU-T H.323 recommendations is considered. In a conference, considering packets only from a set of selected clients can reduce speech quality degradation because mixing packets from all clients can lead to lack of speech clarity. A distributed algorithm and architecture for selecting clients for mixing is suggested here based on a new quantifier of the voice activity called “Loudness Number” (LN). The proposed system distributes the computation load and reduces the load on client terminals. The highlights of this architecture are scalability, bandwidth saving and speech quality enhancement. Client selection for playing out tries to mimic a physical conference where the most vocal participants attract more attention. The contributions of the paper are expected to aid H.323 recommendations implementations for Multipoint Processors (MP). A working prototype based on the proposed architecture is already functional.