The Effects of a Synchronous Communication Tool (Yahoo Messenger) on Online Learners' Sense of Community and Their Multimedia Authoring Skills

Autor/in	Wang, Shiang-Kwei
Titel	The Effects of a Synchronous Communication Tool (Yahoo Messenger) on Online Learners' Sense of Community and Their Multimedia Authoring Skills
Quelle	In: Journal of Interactive Online Learning, 7 (2008) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Synchronous Communication; Computer Mediated Communication; Electronic Learning; Online Courses; Sense of Community; Multimedia Materials; Computer Science Education; Communities of Practice; Mixed Methods Research; Outcomes of Education; Educational Strategies; Programming; Skill Development; Hypothesis Testing; Conventional Instruction; Comparative Analysis; Correlation; Educational Technology; Graduate Students; Educational Environment; Likert Scales; Grades (Scholastic); Academic Achievement; Statistical Analysis + Suchen Sie Ihr Suchwort? Computerkonferenz; Online course; Online-Kurs; Computer science lessons; Informatikunterricht; Community; Lernleistung; Schulerfolg; Lehrstrategie; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Hypothesenprüfung; Hypothesentest; Korrelation; Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Likert-Skala; Notenspiegel; Schulleistung; Statistische Analyse
Abstract	Literature suggests that developing a community of learners is the key to a successful online-learning experience. In this study, the instructor of a multimedia authoring course adopted a synchronous communication tool (Yahoo Messenger) to interact with learners orally on a weekly basis and, thereby, to establish a sense among the learners that the class was a learning community. This study adopts mixed-methodology (the Classroom Community Scale, open-ended questions, and grades) to compare the learners' development of a sense of community with both the outcomes of the learners' group-centered online learning and the outcomes of the learners' group-centered face-to-face learning. The results indicate that in neither of the two groups did a sense of community contribute to the improvement of hands-on skills. Providing clear instruction with constant and accurate feedback is the key strategy by which instructors can help online learners improve their hands-on performance. (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01