Abstract
This study aimed to explore the relations between students’ free, independent and voluntary CMC (Computer-Mediated Communication) behaviors and their perceived effects of CMC on learning. A research model focusing on five types of CMC behaviors and the perceived positive and negative effects of CMC on learning was built based on previous researches in this area. An online questionnaire survey was conducted with 163 university students in Beijing. This study found that it was common for students to make CMC by using instant messaging system, email and social network services. It also found that the students positively perceived the effects of CMC on learning. This study found that asynchronous CMC usage and private CMC usage correlated more strongly with the positive effects of CMC on learning. Based on the findings, this study made two recommendations for incorporating CMC into hybrid disciplinary learning in the academic context: designing collaborative learning activities; and choosing asynchronous CMC and private CMC as starters for collaborative learning.
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Wang, A., Kong, S.C. (2011). A Study of Relations between Students’ CMC Behaviors and Perceived Effects of CMC on Learning for Incorporating CMC in Hybrid Learning. In: Kwan, R., Fong, J., Kwok, Lf., Lam, J. (eds) Hybrid Learning. ICHL 2011. Lecture Notes in Computer Science, vol 6837. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-22763-9_9
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DOI: https://doi.org/10.1007/978-3-642-22763-9_9
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