Online Communication and E-Learning
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The complexities of computer-mediated communication (CMC) are visible in the diversity of the theoretical models that try to explain the implications of electronic communication. The different approaches are not necessarily contradictory, but they emphasize different qualities or characteristics of CMC. In this chapter we review six of the most prominent models: the Social Presence Model; the Media Richness Theory; the Reduced Social Cues model; the Social Information Processing Model; the Social Identity Model and the Hyperpersonal Communication Theory. Initial studies on CMC tend to view this form of communication as impersonal and very limited in expressing emotions and complex social interactions. However, recent research has shown that electronic communication can promote a very rich relational communication and be effective in problem solving situations, in attaining results and in achieving objectives in tasks performed at a distance. The understanding of these communication processes involves a detailed analysis of several variables, such as group communication processes, the different use of verbal and non-verbal communication channels in face to face and virtual settings, and the social construction of the processes of connecting, bonding and building psychological immediacy in mediated contexts. The studies show that in several indicators of group well-being or in task efficacy indicators, better results are obtained in virtual groups, when compared to their face to face equivalents, as long as the time variable is controlled. A relevant aspect to take into account is that virtual groups take more time to socialize and to reach objectives than do face to face groups. In this chapter we discuss some explanatory hypotheses for these somewhat surprising results and analyze their consequences in terms of online education. We suggest that we now have a reasonable understanding of online communication and interaction processes, and that this knowledge should shape the practices of those who work in Online Education and Distance Education.Request access from your librarian to read this chapter's full text.Topics:
IT-based Higher education is found to be a feasible and economical solution in improving the traditional education model [2, 14]. Consequently the e-learning portals have been evolved as experimental tools in implementing online courses with the existing classroom education [3, 6, 13]. For an on-line course to be successful, it is essential to provide a necessary resource environment available in on-line. This expects designers to implement their courses standing alone without a third party dependency. An experimental study has been carried to verify the feasibility of implementing a system architecture that can support course-related resources in stand-alone mode. This paper explains the development of a prototype system architecture which results by extending the services of a portal by integrating software tools used in the related courses. The resulting architecture is simple, distributed and cost effective. The supporting experimental work has been carried out on the test bed around the e-learning portal WebCT that is currently available in Sultan Qaboos University (SQU).
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The Internet has been considered a new alternative for teaching-learning processes; vocational assessment; counseling and orientation (virtual psychological consultation); and intervention focused on specific health-related problems. The experiences of on-line psychological services and their conclusions constitute a valuable body of knowledge for the e-learners and interested users of the psychology science. However, such knowledge is widespread in the World Wide Web and consequently hardly accessed by the end-users. In this paper, an e-course platform is presented that serves the delivery of such knowledge via instructional-informative and communication web tools.
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Virtual learning environment
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