You are here:

Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course
Article

, University of Hawaii, United States

Journal of Interactive Learning Research Volume 12, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research used formative evaluation methods to examine a number of synchronous computer-mediated communication (CMC) systems for online learning. CMC systems provide an ideal venue for both knowledge construction and community building. The principles of learner-centeredness, constructivism, and sociocultural theories provided the bases for the design of synchronous activities such as student-moderated seminars in this study. Several synchronous online activities were introduced and evaluated. Based on the results of observers' logs, ratings on social presence, communication effectiveness, and communica-tion interface, 10 desirable features of synchronous CMC sys-tems were recommended.

Citation

Chou, C.C. (2001). Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course. Journal of Interactive Learning Research, 12(2), 173-192. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.