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A case study on support for students' thinking through computer-mediated communication.

M Sannomiya1, A Kawaguchi

  • 1Research Center for School Education, Naruto University of Education, Tokushima, Japan. sannomy@naruto-u.ac.jp

Psychological Reports
|October 12, 2000
PubMed
Summary

Computer-mediated communication (CMC) in research supervision requires careful media selection. Asynchronous, written CMC supports thinking examination, while face-to-face interaction aids production stages in research.

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Area of Science:

  • Educational Technology
  • Communication Studies
  • Cognitive Science

Background:

  • Computer-mediated communication (CMC) is increasingly used in academic supervision.
  • Understanding the impact of different communication modes on student thinking is crucial for effective distance education.
  • Previous research has not fully differentiated the cognitive support offered by various CMC methods.

Purpose of the Study:

  • To investigate the effects of asynchronous, written computer-mediated communication on graduate students' research thinking processes.
  • To compare the attributes of CMC with face-to-face communication in a supervisory context.
  • To provide recommendations for selecting appropriate communication media based on students' thinking stages.

Main Methods:

  • A case study involving two graduate students and their supervisor.

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  • Supervision utilized asynchronous, written computer-mediated communication.
  • Data collected through student reports and supervisor's observations.

    • Main Results:

    • Asynchronous, written CMC led to increased planning and editing, with lower interactivity compared to face-to-face communication.
    • Students perceived CMC as effective for the examination stage of thinking.
    • Face-to-face communication was deemed more effective for the production stage of thinking.

    Conclusions:

    • Effective distance education necessitates a strategic combination of communication media tailored to specific student thinking stages.
    • Distinguishing between transient and permanent effects in CMC is important for optimizing supervisory practices.
    • The findings offer insights into leveraging CMC for distinct cognitive processes in research.