Mark Nichols (M.Nichols@ucol.ac.nz)
Tue, 9 Mar 1999 11:35:49 +1300
From: Mark Nichols <M.Nichols@ucol.ac.nz> Subject: Computer Conferencing Overview Date: Tue, 9 Mar 1999 11:35:49 +1300
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Hi,
I hope the benefit / space ratio is high for this contribution. Here is my
response to a Masters exercise on the use of computer conferencing, which
may spark some further issues for discussion.
Computer Conferencing - Educational Perspectives
What is Computer Conferencing?
* Text-based communications media in which messages from individuals
are stored on a computer for a group to access, and comment on if desired
* Assists with the delivery of content
* Enables on-line collaboration and asynchronous discussion,
peer-to-peer and tutor
* Is a flexible medium - "The student... can partake in many kinds of
interactions from the personal to the public, from the social to the
academic, from the interactive to the purely informative" (Mason, 1989)
* According to Woolley (1996), non-Web computer conferencing is purely
asynchronous, and is separate from Web-based conferencing only in that the
former is not accessed through a Web browser; he notes, though, that "...the
boundary between Web and non-Web conferencing software is a bit blurry."
* Many forms of non-web conferencing software are available, and are
increasingly becoming more user-friendly. Extra features such as mutual
real-time video and audio-conferencing and conjoint file editing and sharing
are already available (Collis, 1996: 464)
Features of Computer Conferencing
* Integrated communications - software enables access to conferencing,
e-mail, etc. through one common interface; messages are sent and read using
the same interface; including access to examples, additional readings,
course content, synchronous chat and tutor access is also possible. Links to
synchronous communications media and Web sites is also possible, if a Web
browser is used
* Dynamic possibilities - the software can be used in creative ways
for group work, assessment, "guest speakers", etc.
* Secure interchange - access can be controlled
* Web connection ability - it is possible to link many non-Web
conferencing software packages to the Internet, so they can be used through
an Internet browser
* Asynchronous mode of communication - users can carefully consider
their responses, carefully phrase their contribution, and can post at any
time. There needn't be any waiting in turn or waiting to make a point,
students can "strike while the iron is hot"
* Collaboration is possible - students can build on one anothers'
ideas, and have a written, linked history of the discussion; it is possible
for tutors / facilitators to "measure" the amount of input each student has
had in the on-line forum
* It makes communication possible - in some DE courses, peer
communication is very difficult to provide. Teleconferencing has the
disadvantages of being time-bound, and only one person can talk at a time
(often to the detriment of the discussion!) Computer conferencing makes peer
interaction possible, and allows the tutor / facilitator to communicate to
students as a larger group
* Convenience - computer conferencing is convenient in terms of being
time independent, accessible to all students (assuming PC access and a
reliable network), and well-structured (usually). The fact that it is
written adds to the convenience, as it is possible to check in from
time-to-time and still be able to trace the development of ideas. Software
available for non-Web computer conferencing has many GUI features which make
the posting and reading of messages very convenient, by including features
such as flags for unread messages and tree-structures for discussion threads
* Notices / FAQs can be developed - this cuts down on the time taken
by tutors / facilitators to anser the same question each time an individual
asks it. The answer can be placed in the conference for all to see.
Similarly, course updates / notices can be quickly communicated
* "Lurkers" can still gleam information - students do not need to
participate to learn from the ideas and insights of others
* Access to support from tutors and peers - students can discuss
technical / content-related problems together, and frequently interact with
one another to solve problems; this support may otherwise be unavailable
* Equality - in a conferencing system, everyone has the opportunity to
express one's own view. Mason (1989) writes of the OU's experience: "...the
status and personal appearance of users are not evident on the system, so
students who work unsocial hours or are housebound, were suddenly able to
take as much advantage of what was offered as other students."
* Building of community - on-line interaction leads to the
construction of a social setting, which may positively impact pass rates; a
sense of "belonging" can be built, especially if functions such as "resume"
are enabled, permitting students to include personal details and photographs
for others to see
* Increased accountability for course designers - students are often
candid about the quality of course materials, enabling designers to receive
instant feedback direct from the users of their materials
* Flexibility in moderation - moderators can see who's read what,
who's accessed the conference and who hasn't, and when students have
accessed the forum. Moderators can also respond privately or publicly to
student postings. Moderators can be as hands-on or laissez-faire as they
wish.
Challenges of Computer Conferencing
* Access - not only access to a compatible computer, which might be
restricted to a job setting, but also access to a reliable connection and
reliable server
* The nature of communications over the medium - no non-verbal
elements are transmittable, although it can be possible to simulate them in
text. It is possible for contributions to be misinterpreted. Many do not
have "say-writing" experience, and need to develop the skill
* Time zoning - users on the other side of the world can feel
alienated, and be forced to interact in "off-peak" times
* Prior student experience - although computer conferencing has the
ability to make communication a "level playing field", some users are always
more experienced and confident than others
* Unequal adoption - some students don't ever really make the most of
it. Improving the use of computer conferencing is a large challenge
* Perception of importance - students need to perceive the conference
as somehow useful or relevant to their learning before they will commit to
it; as Mason (1989) points out, "The life-blood of a conferencing system is
the contributions and interactions of its users."
* Diversity of platform - many different types of non-Web conferencing
software are available, but not all are compatible and all have different
features. There is little standardisation.
Making Computer Conferencing Work
* The system and interface must be intuitive - otherwise computer
conferencing can be a barrier to effective communication
* Have a clear purpose - otherwise students may not adopt the
conference, stifling its activity. Students must know what's expected from
them and why the conference is valuable
* Be prepared to moderate - tutors / facilitators should be prepared
to constantly encourage and challenge participants and moderate the
exchanges
* Encourage frequent use of the conference - frequent use leads to
increased effectiveness (or it could be the other way around - Mason, 1989)
* Keep groups small - large numbers make collaboration through
computer conferencing too unwieldy
* Choose features carefully - price, OS support, compatibility with
other environments, administrative capabilities, browser support, and
customisability are the considerations recommended by Woolley (1996).
Bibliography:
* Collis, Betty (1996), Tele-Learning in a Digital World: The Future
of Distance Learning, International Thompson Publishing
* Mason, R (1989), "An Evaluation of CoSy on an Open University
Course", Chapter 9 of Mindweave,
http://www-icdl.open.ac.uk/mindweave/chap9.html
* Woolley, David (1996), "Choosing Web Conferencing Software",
http://thinkofit.com/webconf/wcchoice.htm
Hope this adds something of value,
Mark. \o/
Mark Nichols
Marketing and Communications Lecturer
Senior Lecturer, Business Studies
UCOL (Universal College of Learning)
Phone: 06 - 952 7001 ext.7311
http://www.ucol.ac.nz
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