Computers & Education Volume 54, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Web resources in Latin American higher education institutions have been reported to show a much stronger emphasis on Information than on Communication. A Course Management System (CMS), according to Social Constructivism framework, is an opportunity for fostering learning through interaction in a virtual environment for learning; hence, stimulating the use of a CMS for communication purposes seems quite appropriate. A quantitative analysis of 63.06% of the virtual classrooms was conducted, using the users log database to describe five variables: Participation, Informational Interaction Level, Communicational Interaction Level, and the use of Informational Resources and Communicational Resources in the CMS. An assessment of the first 2years of implementation of Moodle in a campus confirmed prominence levels of interaction and resources that favor Information over Communication purposes in the use of the CMS. It is not conclusive whether this necessarily implies more or better learning; a profound qualitative study would be needed to answer these questions. Teachers and students show different behaviors in the face of this new ICT campus resource, while faculty members appear to have behaved in an erratic manner, students show steady levels of CMS usage.
Hamuy, E. & Galaz, M. (2010). Information versus Communication in Course Management System participation. Computers & Education, 54(1), 169-177. Elsevier Ltd.
- College Faculty
- computer mediated communication
- Computer Uses in Education
- Constructivism (Learning)
- educational technology
- electronic learning
- Foreign Countries
- higher education
- Instructional Effectiveness
- Latin Americans
- student attitudes
- teaching methods
- technology integration
- Virtual Classrooms
Chih Hung Chung, Laura A. Pasquini, Jeff M. Allen & Chang E. Koh, University of North Texas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1428–1436
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