Information overload in computer-mediated communication and education: Is there really too much information? Implications for distance education

grantor: University of TorontoThe development of computer technology and the rapid growth of the Internet have led to a plethora of on-line information resources. For some domains it seems obvious that information overload is an inevitable result of technological advancements and a subsequent characteristic of the current information revolution. However, it is not clear that this is the case for computer-mediated communication (CMC) in education. Twenty-five adult students in a CMC course with supplemental face-to-face meetings, were observed and measures of the amount of information presented in both media were obtained. In spite of the students' perceptions, it was discovered that the CMC component contained less information than the face-to-face component. Variables that confound students' perceptions are discussed and it is hypothesized that students in CMC courses experience 'stimulus' overload and not 'information' overload per se.M.A