Teaching and learning in the computer-mediated conferencing context

grantor: University of TorontoUnder the conditions of computer-mediated communication (CMC), the entire process occurs through the exchange of electronic messages. This thesis documents the experience of learning under these conditions toward determining factors which can afford or limit such experiences. Using the complete electronic record of a graduate course in qualitative research along with interview data, the researcher employs grounded theory, including some quantitative measures of text output, to examine elements of that experience especially the management of stressors, message flow, message production, cognitive strategies and the giving and getting of feedback. Among the factors seen as contributing positively to the experience were: the facilitative expertise of the instructor who was able to manage the affordances and limitations of the CMC medium in course design and delivery; and, the intellectual and social readiness of the students, The emergence of a cohesive, supportive learning community in the case under consideration confirms the findings of other researchers who affirm both that community will emerge as an artifact of continued participation in on-line groups, and that this social dimension is important to the effectiveness of asynchronous learning, and should be considered in course design. The thesis concludes with implications for practice and directions for future research including an exploration of the imitation of modelling as a powerful adult learning strategy.Ed.D