Learning through Computer?Mediated Communication: A Comparison of Australian and Chinese Heritage Students
IETI Volume 42, Number 2, ISSN 1470-3297
Twelve Australian and 12 Chinese heritage students from a third-year university computer ethics subject completed a Readiness for Online Learning Questionnaire; and six students from each of these two groups participated in a student-facilitated problem-solving discussion through computer-mediated communication. The questionnaire comparisons showed that the two groups of students were equally willing to self-manage their own learning, but that Australian students were significantly more comfortable with e-learning. The analysis of student postings in the CMC component showed that, collectively, Australian students posted more messages than did the Chinese students. Both groups participated equally in socialisation online; although Chinese heritage students posted a higher number of messages associated with organisational matters; and Australian students posted a larger number of message components associated with intellectual contributions to the discussion. These results are interpreted in a theoretical context and implications for practice are drawn.
Smith, P.J., Coldwell, J., Smith, S.N. & Murphy, K.L. (2005). Learning through Computer?Mediated Communication: A Comparison of Australian and Chinese Heritage Students. Innovations in Education and Teaching International, 42(2), 123-134.
Cited ByView References & Citations Map
Annemieke Craig, Annegret Goold, Jo Coldwell & Jamie Mustard, Deakin University, Australia
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 4, No. 1 (Jan 01, 2008) pp. 205–223
William Sadera & David Robinson, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 829–830
Rainbow Chen & Sue Bennett, University of Wollongong, Australia; Karl Maton, University of Sydney, Australia
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 2744–2752
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