Computer conferencing as an instructional tool: Exploring student perceptions of use, cognitive and motivational characteristics, and frequency of interaction.

The use of computer conferencing (CC) as an instructional tool to supplement classroom learning was examined through student perceptions regarding its use, cognitive-motivational characteristics, frequency of conferencing interaction, and their comments and suggestions on ways to improve its use. A conceptual framework was developed to provide a theoretical base on the instructional use of technology, CC in particular. The sample was composed of 287 students in eight Introductory Psychology classes. The implementation and use of CC varied among these groups. Conferencing in each group was described in terms of training, structure, use/task, instructor goals, instructor's perceived CC knowledge, CC requirement, and the percentage in which CC contributed to student final grade. Students were given a pretest and a posttest questionnaire that measured their perceptions toward CC, that included their comments and suggestions on CC use for the posttest version, and a self-report questionnaire that determined their cognitive and motivational characteristics for learning. Similarly, instructors in each group responded to a questionnaire regarding their perceptions and evaluations of CC use. Transcript data from randomly selected students were analyzed to determine frequency of interaction for each group. Significant within group changes toward less favorable perceptions of CC was most evident in one group than others. A significant mean difference in "motivation to learn material" was determined between the two classes that differed most in terms of how CC was taught, implemented, and used. Some cognitive-motivational student characteristics that were found to be highly positively correlated with student perception towards CC were intrinsic motivation, thinking skills, and task value, while extrinsic motivation was found to be highly negatively correlated. Descriptive analyses on the measures of frequency of interaction showed noticeable intergroup differences. Group comparisons of student comments and suggestions, as well as instructor perceptions and evaluations, were also presented. Overall, the findings reflect the saliency of motivational factors and instructional tasks in the instructional use of CC. Recommendations for the effective implementation and use of CC were also presented.PhDEducation and PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/103869/1/9409831.pdfDescription of 9409831.pdf : Restricted to UM users only