Preference of Communication Modality in a Blended Learning Environment

In conventional education, online communication technologies can enrich learning environments by extending activities beyond the limitations of time and space and by providing peer-to-peer interactions. As connection bandwidth and capabilities of computer-like devices increase, information-rich communication facilities are superseding text-based messaging dialogs. However, using only audio and visuals in online communication might not be the best way of using new technologies. This study investigates the use of three online synchronous communication modalities (textual, auditory and visual) in a blended learning environment. A case study with an action research paradigm was conducted in a blended learning environment. An online communication tool was developed and used for a semester in a programming language course with fifty-one second year undergraduate students. At the end of the semester, all students were given a Likert-type perception questionnaire. According to scores, three students from each part (top, middle and bottom in ranking) were interviewed. In depth analysis of results with the light of related literature provided with evidences to infer for special strengths of each modality. Keywords:Blended learning, online communication, communication modality, learner preference