Re: RE: [ifets] Efficiency gains in interactivity

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Mark Francis Jaeger (jaegerm@lansing.cc.mi.us)
Tue, 15 Sep 1998 12:29:04 -0400 

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From: "Mark Francis Jaeger" <jaegerm@lansing.cc.mi.us>
Subject: Re: RE: [ifets] Efficiency gains in interactivity
Date: Tue, 15 Sep 1998 12:29:04 -0400

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While I cannot address the empirical evidence issue, we can see anecdotal
evidence of significant differences when a course makes the transition from
f2f to online.

In the f2f classroom, many factors influence the student's level of
participation. In my setting, a moderately large community college, we see
a wide variety of ages in our students. In many cases it is the older,
non-traditional student who actively participates, while the younger,
traditional students are silent. Remove the visual cues as to the
"speaker's" social role, and a broader participation apparently ensues. For
a fair proportion of my students, English is a second language. They find
it easier to participate in the written exchange than they would in a verbal
exchange. The participatory richness seems enhanced when ideas carry
weight, rather than having the baggage of social status, ethnic background,
gender role, or national origin tip the scales.

Mark Jaeger
Lansing Community College
Mark_Jaeger@lansing.cc.mi.us

-----Original Message-----
From: Chris Jones <C.R.Jones1@livjm.ac.uk>
Date: Monday, September 14, 1998 6:51 PM

%< snip
>... As for better than f2f I
>have serious doubts. Much is *claimed* for new media but there is
>little empirical evidence for what actually goes on when education is
>on-line.

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