833 Maddrell Proposal Outline

ELS 833: Proposal Outline

Jennifer Maddrell

I. Statement of the Problem Synchronous computer-mediated learning environments offer learners and instructors multiple communication channels in which the main instructional presentation, as well as parallel (or back channel) dialogue, can occur. However, the effect of the competing back channel communication on the learners' perceptions of social presence is unknown. II. Purpose Statement The purpose of this research is to examine the effect of parallel back channel communication on learners' perception of social presence within a synchronous computer-mediated learning environment. III. Review of the Literature A. Communication Theory • (Bangerter & Clark, 2003) • (Bavelas, Coates, & T. Johnson, 2000) • (Clark & Krych, 2004) B. Computer-Mediated Communication • (Barak, Lipson, & Lerman, 2006) • (Cogdill, Fanderclai, Kilborn, & Williams, 2001) • (DeSanctis & Monge, 1998) • (Fried, 2008) • (Havard, Du, & Xu, 2008) • (Johnson, 2006) • (Paulus, 2007) • (Yardi, 2006) C. Social Presence • (Short, Williams, & Christie, 1976) • (Gunawardena, 1995) • (Rourke, Anderson, Garrison, & Archer, 2001) • (Garrison & Arbaugh, 2007) • (So & Brush, 2008) D. Content Analysis • (De Wever, Schellens, Valcke, & Keer, 2006) • (Fahy, 2001) • (Henri, 1992) • (Rourke & Anderson, 2002) • (Rourke & Anderson, 2004) • (Shi, Mishara, Bonk, Tan, & Zhao, 2006) IV. Nature and Design of the Project Research Questions: What effect does the parallel communication channel have on the learners' perceptions of social presence within the learning environment? Does the back channel Page 1

ELS 833: Proposal Outline

Jennifer Maddrell

discourse make the learners feel more or less connected to what is occurring in the main communication channel? Do the back channel conversations tend to be supportive of what is occurring in the main channel? If not, should an instructor consider an unstructured and unfacilitated back channel conversation a distraction that should be discouraged? Or, should the back channel be used as a tool to gauge and foster the learners’ presence with the main channel communication? V. Methods • Survey all learners at the beginning of the semester to assess each learner's level of computer competency. • Conduct a content analysis of the text chat transcripts from from three synchronous computermediated class sessions, including (1) the first class session, (2) during the midpoint of the term, (3) the last class session. Analyze the content of the transcripts to measure the degree of learner social presence during each of the class session. Evaluate and compare differences in communication among learners, as well as differences over time. • Following each of the noted class sessions, survey all learners to assess perceptions of social presence in computer-mediated classroom, based on survey format used by So and Brush (2008). References Bangerter, A., & Clark, H. H. (2003). Navigating joint projects with dialogue. Cognitive Science, 27(2), 195. doi: 10.1016/S0364-0213(02)00118-0. Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops as Means For Promoting Active Learning In Large Lecture Halls. Journal of Research on Technology in Education, 38(3), 245263. doi: Article. Bavelas, J. B., Coates, L., & Johnson, T. (2000). Listeners as co-narrators. Journal of Personality and Social Psychology, 79(6), 941-952. Clark, H. H., & Krych, M. A. (2004). Speaking while monitoring addressees for understanding. Journal of Memory and Language, 50(1), 62-81. Cogdill, S., Fanderclai, T., Kilborn, J., & Williams, M. (2001). Backchannel: whispering in digital conversation (p. 8 pp.). De Wever, B., Schellens, T., Valcke, M., & Keer, H. V. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-28. doi: 10.1016/j.compedu.2005.04.005. DeSanctis, G., & Monge, P. (1998). Communication Processes for Virtual Organizations. Journal of Computer-Mediated Communication, 3(4), 0-0. Fahy, P. J. (2001). Addressing some Common Problems in Transcript Analysis. The International Review of Research in Open and Distance Learning, 1(2). Fried, C. B. (2008). In-Class Laptop Use and Its Effects on Student Learning. Computers & Education, 50(3), 906. Garrison, D. R., & Arbaugh, J. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet & Higher Education, 10(3), 157-172. doi: Article. Gunawardena, C. N. (1995). Social Presence Theory and Implications for Interaction and Collaborative Page 2

ELS 833: Proposal Outline

Jennifer Maddrell

Learning in Computer Conferences. International Journal of Educational Telecommunications, 1(2), 147-166. Havard, B., Du, J., & Xu, J. (2008). Online Collaborative Learning and Communication Media. Journal of Interactive Learning Research, 19(1), 37-50. Henri, F. (1992). Computer conferencing and content analysis. In Collaborative learning through computer conferencing: The Najaden papers (pp. 117-136). Springer-Verlag. Johnson, G. (2006). Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 46-53. doi: 10.1007/s11528-006-0046-9. Paulus, T. M. (2007). CMC Modes for Learning Tasks at a Distance. Journal of Computer-Mediated Communication, 12(4), 1322-1345. Rourke, L., & Anderson, T. (2002). Exploring Social Communication in Computer Conferencing. Journal of Interactive Learning Research, 13(3), 259-275. Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research and Development, 52(1), 5-18. doi: 10.1007/BF02504769. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing Social Presence in Asynchronous Text-Based Computer Conferencing. Journal of Distance Education, 14(2), 5071. doi: Article. Shi, S., Mishara, P., Bonk, C. J., Tan, S., & Zhao, Y. (2006). Thread Theory: A Framework Applied to Content Analysis of Synchronous Computer Mediated Communication Data. International Journal of Instructional Technology and Distance Learning, Vol. 3(No. 3). Retrieved August 26, 2008, from http://www.itdl.org/Journal/Mar_06/article02.htm. Short, J., Williams, E., & Christie, B. (1976). The Social Psychology of Communications. London: John Wiley. So, H., & Brush, T. A. (2008). Student Perceptions of Collaborative Learning, Social Presence and Satisfaction in a Blended Learning Environment: Relationships and Critical Factors. Computers & Education, 51(1), 318-336. Yardi, S. (2006). The role of the backchannel in collaborative learning environments (pp. 852-858). Bloomington, Indiana: International Society of the Learning Sciences. Retrieved June 18, 2008, from http://portal.acm.org/citation.cfm?id=1150034.1150158.

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