Computer Conferencing

Computer Conferencing--Assignment # 5

by

Dr. Doug Brenner

Towards a Definition of "Computer Conferencing"

"Computer Conferencing" is one of those ubiquitous and perhaps ambiguous terms. How computer conferencing, for instance, is distinct from audio conferencing or video conferencing is not always clear. Those media also either do or can make use of computers to facilitate exchange of information or communication. However, Paulsen, in Berge and Collins (1995), places computer conferencing under the rubric of computer-mediated communication (CMC), classifying it as a type of learning approach involving many-to-many interactions, as contrasted with one-to-one or one-to-many approaches (which audio- or video- conferencing systems can facilitate). Mason (1994), noting the extensive assortment of available software, essentially draws attention to their abilities to facilitate interactions with one or more participants exchanging ideas and information primarily through text or grouped, archived or threaded messages. He suggests that "One of the key key elements of a conferencing system . . . is the structure provided for grouping messages. New members can read messages sent before they have joined the system and anyone can reread already-seen messages. This supports the feelings of a group networked together by a common collection of messages." (50) Elsewhere he also notes that the "primary focus of the course is the discussions, activities and seminars to be carried out on the conferencing system." (55)

Thus, computer conferencing is a form of predominantly asynchronous computer-mediated communication (although this is changing) in which "a participant can reply to a message or contribute to a discussion at any later time or date and from any suitable location." University of Sussex / Homepage This type of exchange builds a type of virtual social community and or sense of groupness and social identification through collaborating with others. The University of Sussex site reinforces this definition, emphasizing that "The underlying metaphor is of a communal database of texts being created and read by a community who have common interests." It also notes that although video conferences are distinguished by real-time, synchronous communication, there are computer conferencing systems that "integrate graphics, images, video clips and audio files to a greater or lesser degree." As the last quotation suggests, the technology is changing, apparently in the direction of merging with synchronous media.

Educational Uses of Computer Conferencing

Paulsen's discussion in Berge and Collins (1995) illustrates that computer conferencing does not mean that teachers must forgo the teaching strategies available to traditional classroom teaching. Indeed, there are many creative uses for making use of debate, simulation, role-playing, discussion groups, transcript-based assignments, brainstorming, delphi and nominal group techniques and project groups. The University of Sussex site nicely summarizes the variety of ways computer conferencing can facilitate communication: between expert to student, lecturer to student, lecturer to student group, student to student, lecturer to lecturer and lecturer to expert. In addition to the FirstClass conferencing system cited by Mason (1994, 53) and used by the ASU EMC 523 Telecom for Instruction class, there are a variety of conferencing systems--what Mason describes as "very extensive." (51) Some institutions, he notes, "have their own in-house systems, and others use very simple systems which fulfil their needs at a very modest price." (51) Microsoft Exchange, Lotus Notes, Netscape Collabra Share-- are popular systems which have added extensive features to working with email. See the University of Sussex site for some discussion of these systems. Lotus' Domino approach apparently combines Notes document server technology with the document transmission capability of the Internet. See also information available at the Institute of Academic Technology site or at the IAT homepage. Insightful articles on working with computer conferencing or computer-mediated communication systems include "Teaching in a Virtual Classroom" and "Designing a Virtual Classroom." Other interesting "groupware" includes Web4groups software which uses ordinary web browsers. Its site claims that it offers "Non-simultaneous computer conferencing, i.e., the same kind of functionality that is provided by First Class, Lotus Notes and by many BBSes." Apparently it allows users to discuss ordinary world wide web-pages (to annotate them) and also provides translation features to more than one language. The KOM conferencing system, drawing upon the Web4groups initiative, provides either web browser access or a "fully graphical user interface, using menus, windows and buttons according to the present fashion for personal computer software. . . . probably programmed in Java." Jacob Palme also provides documents about groupware tools to support distance education at his Stockholm University site. Additional general resources and links related to CMC & computer conferencing can be obtained at this general site or at the Institute for Distance Education -University of Maryland system.

Another outstanding computer conferencing system--course management system, similar to FirstClass is the TopClass (a guide is available) software from WBT systems which provides multimedia CBT with the flexibility of the World Wide Web. Microsoft recognized it by awarding it its "BackOffice" logo. People are encouraged to download a free trial version of TopClass Lite. Additional information about TopClass is available in an article ("Using an Educational Server Sofware System") written about working with that software. Selected testimony about TopClass is also available at the customer showcase site. An on-line demonstration is available.

Advantages and Disadvantages of Computer Conferencing

Mason draws attention to the double-edged sword of computer conferencing--most of its advantages also contain implicit disadvantages. These can include:

Advantages

Fosters heightened interactivity, supported by time for thoughtful reflection, and increasing written skills, in-depth processing & recall of material (& prepares students for written examinations)
Enhances collaborative discussions and peer activities, e.g, brainstorming, seminar discussions, small group work, peer learning
Develops independence and self-directed nature of learner
Facilitates on-the-job training and informal learning through networking through tapping the expertise of others and various other resources
Heightens social interaction and thus builds sense of belonging and motivation
The nature of the medium democratizes or equalizes participants and provides equal access
Facilitates inter-cultural activities and exchange of ideas from diverse groups of people
Extends the reach of education to remote areas
May provide a intimacy or sense of community and openness useful for counseling, self-development and other support mechanisms
Supports many aims of humanistic education to enlarge perspectives of knowledge and ways of thinking or what The University of Sussex site points to as aiding deeper processing of information by providing opportunities for extended discussion, reflection and self-pacing and for sharing experiences, understanding and misconceptions

The University of Sussex site emphasizes and adds that the storage of the exchanges is a key virtue. Among other things, it provides flexibility or convenience for those at a distance or who need to work at different times suitable for themselves. In addition, that site also notes that computer conferencing: encourages students to be more active in the learning process (See also the Edith Cowan University site), that it:

facilitates small group-based learning activities & builds team-working skills
involves under-represented, more apprehensive and passive learners
improves writing across the curriculum & editorial and logical skills

In addition, one firm, Quantum Innovations, Inc. suggests that using computer conferencing (and on-line courses):

enables learning materials and courseware [to be] easily updated and kept relevant
builds competence & benefits careers by developing skills in on-line communication [Quantum]
can inspire new ideas
enhance staus and self-esteem through communicating with experts or qualified equals

Disadvantages

Mason notes that disadvantages follow from the nature of computer conferencing:

the time for reflection produces no pressure to respond, i.e., people may be silent
the opportunity for all to respond can lead to a chaotic, overwhelming number of messages (See also University of Sussex site )
producing and reading the messages is a time-intensive activity
potentially, a small number can dominate the interaction
the medium is very much dependent upon the skills of the teacher to set an appropriate climate and structure for interaction
the medium is very demanding for students not used to interactive, independent learning
the medium may be poor for a range of activities, especially decision-making or group consensus processes calling for convergent thinking
the lack of visual stimuli/ available personal characteristics or sense of anonymity leads to "flaming" or uncivil treatment of others

The University of Sussex site also notes that:

the co-operative work style called for may prove difficult for students from very competitive backgrounds
it can reduce (real) social contact
there can be a lack of immediate feedback caused by delayed responses
it removes individual expressiveness since the medium is primarily text
requires prerequisite skills in working with computers or access to computer facilities (see also Mason 1994, 54)
lecturers will need to expend effort to shape shared goals & may find overload as students respond to the lecturer and to each other
administrators may find increased network loading and difficulties in interconnecting multiple platforms

Conclusions

A variety of online courses are available throughout the world--see, for example, the World Lecture Hall site. Some courses justly deserve the criticism about their involving little more than page-turning software. Some involve the old traditional formats--dumped into a different medium of instruction. Others more clearly reflect an attempt to explot the potential of the computer, conferencing or group-work and the World Wide Web. See, for example, the University of Massachusetts-Dartmouth CyberEd or City University (Bellevue, Washington) or New Jersey Institute of Technology, referenced in Hiltz' article, "Teaching in a Virtual Classroom," and in Turoff's article, "Designing a Virtual Classroom" site. As Mason (1994) observes, "The future of computer conferencing is undoubtedly one of great mergers -- with synchronous media, with multimedia, with the whole panoply of desktop facilities. Some would say, the sooner the better!" (61) He raises the question: "Will the stimulation of voice and visual communication [along with computer conferencing] overcome learners' inertia and be more compelling to respond to than text?" (61) The answer probably depends upon users and their motivational levels and learning needs. Clearly some may find the imperative to be engaged and responsive strengthened. Mason suggests that the "aim of all telecommunications media is to be transparent, so that the learner is most conscious of the content of the communication, not the equipment or the means of communication. In some sense, computer conferencing has a very long way to go in achieving transparency." (1994, 54) However, he notes that when it is working transparently, it leads to a unparalleled concentration on the content of communication since it is not encumbered by "the physical presence and characteristics of the teacher and other students" (54). Thus, what the effects will be with various learners as computer conferencing is integrated with synchronous media is uncertain and remains to be determined.

Love and Gosper, (Macquarie University) in their article, "Developing Interactive Course Materials", sketch some additional advantages that online integrated courses can achieve, reflecting learning environments based upon constructivist theory. These outcomes can include varying levels of interaction ranging from point-and-click to sophisticated search techniques and manipulation of data--enabling knowledge construction, not simply knowledge acquisition, as well enabling multiple representations of reality, and reflective and real world practice. Hiltz notes that although it is not an easy task, that the interaction fostered will lead students "to share ideas with each other in a way that is seldom or never seen in a traditional classroom." Turoff suggests that "Once we free ourselves from the mental limits of viewing this technology as a weak sister to face-to-face synchronous education, the potentials to revolutionize education and learning become readily apparent."

Hiltz reminds us, though, that "A Virtual Classroom is not the proper mode for all faculty or all students. Faculty must feel comfortable with computers and with writing, and must genuinely enjoy spirited interaction and 'expecting the unexpected' to happen. . . . In addition, though on the average students like this medium better than traditional courses, some drop out or dislike it very strongly." Results of the virtual classroom may be superior for "well-motivated and well-prepared students who have adequate access to the necessary equipment and who take advantage of the opportunities provided for increased interaction with their professor and with other students, and for active participation in a course. Students lacking the necessary basic skills and self-discipline may do better in a traditionally delivered course. " She concludes that "In many ways, teaching a course online is merely a variation of moderating any computer conference. . . .the outcomes are dependent upon both the skills and hard work of the moderator, and the skills and level of motivation of the members of the conference." Thus, we return to what is a very basic but essential truth: "Its characteristics are merely potentials, just as the empty classroom with its chalkboards and desks awaits the efforts and creativity of the instructor and the students to make it 'come alive.'"

REFERENCES

          Berge, Z. L. and Collins, M. P. (eds). (1995). Computer mediated communication and the online classroom. Vol. III. Cresskill, NJ: Hampton Press.
          Blackhurst, A. E., and Hales, R. M. (1997). Using an educational server software system to Deliver Special Education Coursework via the World Wide Web. http://serc.gws.uky.edu/www/ukat/topclass/tc.html Visited Sept. 21, 1997.
          Hiltz, S. R. (1995). Teaching in a virtual classroom. Paper presented at the 1995 International Conference on Computer Assisted Instruction, Hsinchu, Taiwan, March 7-10, 1995. http://www.chss.montclair.edu/useful/teaching.html Visited Oct. 10, 1997.
          Love, P. K. and Gosper, M. V. Developing interactive course materials: Using HTML to integrate conventional and internet resources. http://ascilite95.unimelb.edu.au/SMTU/ASCILITE95/abstracts/Love.htmU Visited Oct. 10, 1997.
          Mason, R. (1994). Using communications media in open and flexible learning. London: Kogan Page Limited.
          Paulsen, M. F. (1995). An Overview of CMC and the Online Classroom in Distance Education. pp. 31-57. In Berge, Z. L. and Collins, M. P. (eds). Computer mediated communication and the online classroom. Vol. III. Cresskill, NJ: Hampton Press.
          Turoff, M. (1995). Designing a virtual classroom. Paper presented at the 1995 International Conference on Computer Assisted Instruction, Hsinchu, Taiwan, March 7-10, 1995. http://www.chss.montclair.edu/useful/design.html Visited Oct. 10, 1997.

URLS Cited/Expanded in Essay

City University (Bellevue, Washington)
http://www.cityu.edu/

Edith Cowan University (Australia)
http://liswww.fste.ac.cowan.edu.au/distance/computerbasedcontents.html

Lotus Notes/Domino
http://www3.lotus.com/home.nsf

Macquarie University (Australia)
http://ascilite95.unimelb.edu.au/SMTU/ASCILITE95/abstracts/Love.html

Montclair State University (Articles)
http://www.chss.montclair.edu/useful/design.html
http://www.chss.montclair.edu/useful/teaching.html

Stockholm University
http://www.dsv.su.se/~jpalme/cmc-research-at-DSV.html http://www.dsv.su.se/~jpalme/distance-education/distance-educatio n-overview.htm (List /Links about Groupware Tools for Distance Education)
http://www.dsv.su.se/~jpalme/w4g/web4groups-summary.html
http://www.dsv.su.se/~jpalme/kom-short-info.html (KOM conferencing system)

University of Maryland System/Institute for Distance Education
http://www.umuc.edu/ide/ide.html
http://www-dev.umuc.edu/ide/modlmenu.html

University of Massachusetts-Dartmouth CyberEd
http://www.umassd.edu/cybered/distlearninghome.html

University of North Carolina at Chapel Hill--The Institute for Academic Technology
http://www.iat.unc.edu/
http://www.iat.unc.edu/publications/broadcasts/archive/sb_nov95.h tml

University of Sussex, Brighton, England
http://www.cogs.sussex.ac.uk/users/chrismor/negative.html http://www.cogs.susx.ac.uk/users/chrismor/positive.html http://www.cogs.sussex.ac.uk/users/chrismor/issues.html http://www.cogs.sussex.ac.uk/users/chrismor/uses.html http://www.cogs.sussex.ac.uk/users/chrismor/whatare.html
http://www.sussex.ac.uk/Units/cmc/Top-Page.html

General Resources/Links Related to CMC & Computer Conferencing http://www.december.com/cmc/info/forums.html

Quantum Innovations, Inc
http://www.qs.com/
http://www.qs.com/courses/cnf.html
http://www.qs.com/courses/web.html

TopClass--Computer Courseware (WBT)
http://www.wbtsystems.com/download/win.html
http://www.wbtsystems.com/product/index.html
http://demo2.wbtsystems.com:88/topclass/famine.htm
http://demo2.wbtsystems.com:88/topclass/help/info.html http://demo2.wbtsystems.com:88/topclass/topClass.dll?/Conn-ZIMA-Retrieve-Home http://www.microsoft.com/education/k12/wsc/features/wbt.htm
http://www.wbtsystems.com/showcase/index.html

http://serc.gws.uky.edu/www/ukat/topclass/tc.html

World Lecture Hall
http://www.utexas.edu/world/lecture/index.html