+ Page 91 + --------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### July, 1995 ####### ### ######## ### Volume 3, Number 3, pp. 91-95 --------------------------------------------------------------------------- Published by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC 20057 Additional support provided by the Center for Academic Computing, The Pennsylvania State University, University Park, PA 16802 This article is archived as SNETSING IPCTV3N3 on LISTSERV@GUVM (LISTSERV@GUVM.GEORGETOWN.EDU) --------------------------------------------------------------------------- BOOK REVIEW Computer Mediated Communication and the Online Classroom (1995) Edited by Zane L. Berge and Mauri P. Collins Hampton Press, Inc. Cresskill NJ Wendy Snetsinger, Penn State University The new series of books edited by Zane L. Berge and Mauri P. Collins: "Computer Mediated Communication and the Online Classroom" is a wonderful resource of information, scholarship and practical suggestions. I liken it to a scene created in a tapestry of many textures with a base ground, middle landscape and sky. The series is divided into three separate volumes with interesting threads woven throughout. Each thread connects to the next to create a complete picture with thought provoking and important points on which to focus in every section. + Page 92 + Volume I "Computer mediated Communication and the Online Classroom: Overview and Perspectives" is the foundation volume with a broad mixture of information on current and future practices. Volume II: "Computer mediated Communication and the Online Classroom in Higher Education" continues with the central focus being of application of theory. Volume III: "Computer mediated Communication and the Online Classroom Distance Learning", completes the picture with multiple views of effective implementation of communication through space and separation. Some themes in the three works are reiterated in various ways, which collectively present a comprehensive and inspiring panorama as a reference and guide. The author or authors of each chapter are practitioners of online education. They comprise an international community of doctoral students, teachers and professors representing a variety of content areas, and include technical specialists, administrators and a reference librarian. All are concerned with current and future directions of the evolving electronic teaching/learning methodology. Brief biographies and e-mail addresses of each author appear at the beginning of the volumes in which they contributed chapters. Volume I describes what computer mediated communication is and how it can be used effectively as a teaching/learning tool. The emphasis is the paradigm shift from the teacher as dispenser of wisdom and knowledge to a that of a facilitator. By using computer mediated communication the instructor encourages a greater range of interactive class involvement and student responsibility for his or her own learning. Opportunities abound for intellectual, interpersonal, socioemotional enrichment and creative problem solving through independent and cooperative sharings. Writing skills potentially improve through increased practice and motivation. + Page 93 + The use of technology provides immediacy and relevance with instant access to colleagues, peers, and content specialists from around the world, as well as a wide range of data bases. Computer Mediated Communication (CMC) serves to supplement, not obviate, face-to-face interaction. However, for those who are physically challenged, online learning can help in mainstreaming. The blind and deaf, for instance, are not identified as being different. For those who are located in remote areas, or are members of dispersed ethnic groups, such as some American Indian tribes, CMC can provide a means for bonding, comfort and ethnic pride. Volume II, chapter 1 presents the components of a basic instructional design model that can be followed in planning any successful educational or training program. These considerations are particularly recommended for utilizing the paradigm shift from a traditional, teacher-centered classroom approach to incorporating CMC and other technologies into the learning environment. The model consists of determining the goals of the course, analyzing the instructional components, such as appropriate sequencing of activities, assessing resource needs and access requirements, planning for learner differences in entry level abilities and learning styles, delineating performance objectives and criteria for achievement, developing strategies for the instructional content and guidelines for overall evaluation. Several chapters provide examples of CMC integration in courses initiated at several universities. The electronic components met with varying degrees of success. The courses covered writing, literature, psychology, political science, teacher training and medical education. Many issues were raised from the mundane, such as whether to grade the quality and quantity of e-mail responses to the greater problem of how to increase computer literacy. References are listed and, in some cases, suggested readings and an annotated resource guide. + Page 94 + Chapter three in volume II presents a thoughtful and interesting experimental research study entitled "Patterns of Social Interaction and Learning to Write: Some Effects of Network Technologies." The results contradicted concerns, such as the fear that there would be a decrease in face to face student/teacher communication the more CMC was utilized. Also, surprisingly, students who were considered to be less capable were more frequent users of CMC with their teachers and fellow students than the more able students in the class. This suggested a technique to be considered for equalizing teacher attention among all students. Volume III focuses on incorporating CMC for distance education as an improvement and outgrowth of traditional correspondence courses and lifelong learning programs. Strategies, applications and future developments are discussed. Distance education for adult development is the prime orientation, but three chapters feature case studies of creating global classrooms for elementary and secondary school and for home schooling. A recurring emphasis in all volumes is the importance of using good instructional design in planning course development and activities. Volume III presents a rich compendium of practical online techniques. There are strategies for moderating discussions, on how to open and close topics, how to encourage participation or tactfully restrain others who may monopolize the conversation, are the rules of common network etiquette (usually called "netiquette"). Chapter 6: "Stimulating Learning with Electronic Guest Lecturing" is a research paper that indicates some of the benefits of bringing guest specialists into the online classroom and analyzes the number and quality of student message responses. Results suggest that lecturers may have to make some adaptations, such as increasing the frequency between exchanges and using a more personalized style to stimulate effective interactivity. Various applications for CMC are also discussed, including simulations, brainstorming, interviewing, online interest groups, bulletin boards, games, etc. Of particular interest is a chapter on online resources for distance education with detailed descriptions on how to transfer files, how to use searching strategies for data acquisition and information on internet connections. + Page 95 + Computer Mediated Communication and the Online Classroom is a well structured and useful resource. Besides references at the end of each chapter there is a glossary of terms repeated at the end of each book. Any one of the three volumes provides useful information and inspiring ideas that can be adapted to different circumstances. Together the set creates an exciting and complete picture of CMC, as promising educational and training system and tool. --------------------------------------------------------------------------- BIOGRAPHICAL NOTE Wendy Snetsinger is a doctoral student in Instructional Systems at Penn State University, University Park, PA and is an Assistant for the Center for Learning and Academic Technologies at PSU. -------------------------------------------------------------------------- Copyright Statement -------------------------------------------------------------------------- Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1995 Georgetown University. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by Georgetown University. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT Journal can me submitted via email in APA style to: Dr. Susan Barnes, Editor IPCT Journal, sbb007@is2.NYU.edu