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Computer mediated communication in textiles.

Article Excerpt
Abstract

This study explored some aspects of computer mediated communication (CMC) in a web-based textile science class offered at the university level. Results suggest the CMC elements of popular press, online readings with a posted discussion board aided student acquisition, articulation, and application of course material. Students were pleased with the readability of the popular press readings.

Introduction

Technology-supported education in the United States higher education system has become a significant delivery mechanism of information due to the perceived advantages of using computers and the Internet over other forms of communication (Johnson, Burnett, & Rolling, 2002). With the proliferation of Internet based courses, questions arise concerning the quality of communication for teaching and learning purposes (Karuppan, 2001; Storey, Phillips, Maczewski & Wang, 2002). During spring semester 2005, the researcher integrated dimensions of computer mediated communication (CMC) into a web-based textile science undergraduate class. CMC connotes the interactive textual exchange of information in learning networks comprised of instructors and students communicating in real time or sequentially (Harasim, Hiltz, Teles, & Turoff, 1995). Purposes of this paper were to share student examples demonstrating their acquisition, articulation, and application of course material prompted by the online asynchronous discussion of posted readings.

There are many different technical kinds of CMC, including email, discussion groups, chats and messaging, multi-user domains, and audio-visual systems. The use of interactive textual exchange of information can supplement face to face sessions with students. In addition, through these interactive tools, students can increase their interaction with peers and instructor providing additional opportunities for acquisition, articulation, and application of course material. Formative and summative feedback can be given via interactive networks at various levels through a mixture of instructor set tasks/quizzes and peer or instructor comments via discussion boards, chat, or email (Pilkington, Bennett, & Vaughan, 2000).

Since the 1980s, when new communication technologies were developed, CMC has become an increasingly important aspect of university teaching. Edwards and Clear (2001) suggested that web-based tools such as electronic discussion were successful strategies that should be integrated into online teaching and into in-class learning activities. Goodwin, Graham, & Scarborough (2001) found that the development of an asynchronous learning network enriched the environment for distance learning. Pilkington, Bennett, and Vaughan (2000) found that graduate student participation in chat...

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