| dc.description.abstract | Computer conferencing provides students with the opportunity to interact with
each other and with the instructor with greater ease and more flexibility than ever before.
The literature indicates that conferencing was initially used as a supplemental form of
interaction but is now a main form of teaching- learning activities in distance delivered
post-graduate programs. For the purpose of this study interaction is assumed to be a
critical component of the learning process. Despite the interaction that conferencing
provides, conferencing experiences can be both positive and negative. The literature to
date has not exhausted this area of inquiry.
This study utilized a single case study research design to investigate what students
experience (both positive and negative) in computer conferencing and how their
experiences may relate to instructor objectives. In addition to the specific course
instructor, 8 subjects from a course of 22 students responded by completing
questionnaires and participating in telephone interviews. Student subjects answered
questions relating to both their positive and negative conferencing experiences and
offered suggestions for conference improvement. The instructor answered questions
relating to objectives for including conferencing as a component of the specific course, as
well as the method that was used to determine whether the students had met the
objectives.
Data analysis found that both of the instructor objectives were met and, despite
the negative aspects of conferencing, all student subjects found conferencing to be an
overall beneficial endeavor. In addition to a variety of opinions, student subjects gave
interesting and constructive comments and suggestions regarding the improvement of
conferencing. Finally, limitations of the study are described and further research ideas
are suggested. | en |
