Neufeld, John Jeff (neufeldj@TP.EDU.SG)
Fri, 5 Mar 1999 09:36:54 +0800
From: "Neufeld, John Jeff" <neufeldj@TP.EDU.SG> Subject: How to Prepare New Users for (asynchronous) CMC Date: Fri, 5 Mar 1999 09:36:54 +0800
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Hi all,
in IFETS-DISCUSS Digest - 3 Mar 1999 to 4 Mar 1999, Heather Williams (post
graduate health and safety) Mark Pembroke (home schooling) and Pam Miller
(using CMC in a high school setting) talk to an issue close to my heart;
'How to Prepare New Users for (asynchronous) CMC.' (I include teachers and
students in this statement.)
To quickly quote (and please correct me if I'm moving things out of
context):
Heather said:
"Participation in the discussion group was scant and mostly confined to the
issues they were asked to discuss in the text."
"Qualitative interviews have revealed that the students felt intimidated by
their fellow professional and assumed that their peers possessed a higher
level of knowledge than themselves. Most of the students reported a desire
to participate in on-line discussion but a fear of appearing foolish in a
'public arena'."
"Perhaps another important issue, in asynchronous courses, is a lack of
spontaneity when contributing to discussion groups. It is not
uncommon for students to carefully construct their contributions in a word
processor before they are submitted. (I wonder how many ifets members can
relate to this?) Whilst this allows them the opportunity to interpret and
reflect it also detracts from the kind of social interaction which is
encouraged through impulsiveness in the traditional classroom. Also some
students may only use the
communication channels provided to submit those items which they believe are
required to fulfil the requirements of the course."
"The question of why students were reluctant to take part in on-line
discussion obviously involves many more issues than those highlighted here,
such as access to computers and lack of time due to pressure of work."
"However as Roger Hartley point out, students need motivation and confidence
to participate before they can benefit from this form of collaborative
learning."
Pam Miller wrote:
"Suffice to say high school students need immediate answers so synchronous
transmission is essential whether via the WWW, email or telephone. High
school learners cannot really communicate using a text-based format so
telephone access is essential. High school learners do not like the idea of
telephoning members of the opposite sex or a different culture so mixed
gender collaboration is not suitable. High school girls are more 'suitable'
in using this type of technology than boys as they really DO communicate or
TRY to communicate."
and Marc Pembroke wrote:
"My kids, as well as their friends, seem perfectly comfortable using a
text-based system, and have no trouble with e-mail assignments, literary
criticism, and interaction. They also seem perfectly at ease meeting their
peers online, and making new acquaintances, sometimes with e-mail, and
sometimes with chat rooms. They also don't seem to mind waiting a few hours
> or days for responses when necessary.
>
> I think it depends a great deal on the personality of the youngster.
> However, I see no reason why high school kids are any less likely to get
> over their anxieties than adults."
>
>
From the above I'm willing to make the following statements about
'Characteristics of a Successful (asynchronous) CMC User'
- comfortable/familiar with the technology
- access to the technology
- time to do the work
- experience with learner-centered discussion-based methodologies (in a
context other than CMC)
- understanding of asynchronous communication
- add your characteristics here
Which leads me to say that you should be aware of which of these
characteristics your learners already have. For many of us working with
younger/public school students it may be close to none. Therefore,
depending on your context the following training activities may be useful:
a) start with 'fun' non-threatening CMC (eg. shared story telling)
b) start with very structured CMC and them move to less structures (eg.
students from the first half of the alphabet answer the question, students
from the second half respond to the first half, reverse the order for the
next question)
c) make it very clear how much time is required to successfully participate
(include reflection time here)
d) having a f2f session once in a while (if possible or 'chat' if not)
e) other suggestions?
Comments/suggestions anyone?
Jeff Neufeld
neufeldj@tp.edu.sg
Lecturer Business Development Officer
Centre for Individual Language Learning Centre for IT in Education &
Learning
Temasek Polytechnic, Singapore
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