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ERIC Number: ED456482
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 27
Abstractor: N/A
Reference Count: N/A
Collaborative Learning and Sense of Audience in Two Computer-Mediated Discourse Communities.
Napierkowski, Harriet
Currently, university composition programs are experimenting with the delivery of online writing courses, without the component of face-to-face interaction. To assess the efficacy of this delivery medium, a study compared two groups of undergraduate students in a course on argumentative writing taught by the same instructor: one group taking the course in an onsite computer-networked classroom (n=20) and the other taking the course online (n=16). In both groups, students had opportunities for synchronous and asynchronous electronic interactions about readings and text production, including group work, hands-on workshop activities, guided discussions, and peer response sessions. The distinguishing characteristic was the absence of the face-to-face component in the online class. With each writing assignment--four argumentative texts of 1,000-1,200 words and a longer research paper--students went through the cycle of determining their purpose and audience, brainstorming, drafting, revising, and editing their work before they submitted a final draft for review to the instructor. Of particular importance for the study during this recursive process were the peer response sessions in which students, working in groups of three, engaged. A collaborative learning survey that measured students' post-treatment attitudes revealed no significant difference between groups in regard to sense of belonging to a discourse community. An audience awareness rubric measured students' ability to inscribe or to represent audience in argumentative discourse. Mean scores for online students were higher than they were for onsite students. Eight appendixes contain a model, survey data, and 6 audience awareness traits. (Contains 30 references.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A