ERIC Number: ED418684
Record Type: Non-Journal
Publication Date: 1998-Jan
Reference Count: N/A
Students Use of Adjunctive CMC.
Cravener, Patricia A.; Michael, William B.
This study evaluated the relationship between psychological traits of campus-based undergraduate students and their preference for face-to-face (FtF) or computer-mediated communications (CMC), investigating the validity of transferring CMC instructional strategies from distance education to traditional classrooms. Thirty-eight students (80%) of the total class of 46 students were enrolled in a Bachelor of Science in a Nursing program. Statistically significant correlations among the 19 criterion and predictor variables indicated that CMC options within this campus-based course primarily benefited those students who had higher participation rates in traditional FtF academic discussions. The underlying premise of the study, that campus-based students would show a pattern of CMC use that was different from projections that were extrapolated from the distance education literature, was upheld by the data. Students who used class and office time to talk about education-related concerns were the same individuals who used CMC in the course, while students who tended not to participate in FtF communication also tended not to use CMC for educational purposes. Patterns of communication activity for students in this class were more strongly predicted by relatively enduring personal traits of the learners than by the availability of course credit and computing equipment, even when there was strong encouragement for using CMC as a substitute for FtF interactions. Recommendations are provided. (Contains 17 references.) (SWC)
Descriptors: Communication Research, Computer Mediated Communication, Discussion, Distance Education, Educational Strategies, Higher Education, Interaction, Interaction Process Analysis, Personality, Student Participation, Undergraduate Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A