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Student Perceptions of Using Instant Messaging Software to Facilitate Synchronous Online Class Interaction in a Graduate Teacher Education Course
ARTICLE

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Journal of Computing in Teacher Education Volume 25, Number 1, ISSN 1040-2454

Abstract

This study investigated student perceptions of using instant messaging software for online interactive chapter discussions in a graduate teacher educational technology course. The criterion instrument was a 47-item scale that measured Chickering and Gamson's (1987) first four principles for good practice in undergraduate education, yielding reliabilities ranging from 0.837 to 0.895. Students rated the course significantly higher than their regular classroom courses, with stronger effects on perceptions of student cooperation and active learning, and weaker effects on perceptions of instructor contact and feedback. These findings support the proposition that instant messaging may be used as a technique to increase dialogue and thereby reduce transactional distance, especially among students, in an online course environment. (Contains 1 table and 4 figures.)

Citation

Wang, L.C.C. & Morgan, W.R. (2008). Student Perceptions of Using Instant Messaging Software to Facilitate Synchronous Online Class Interaction in a Graduate Teacher Education Course. Journal of Computing in Teacher Education, 25(1), 15-21. Retrieved October 18, 2019 from .

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