1. The impact of computer-mediated interaction on distance learning Presenter: Zong-Lin Tsai Advisor: Ming-Puu Chen Date: March 16, 2009 Godwin, S., Thorpe, M. & Richardson, J. (2008). The impact of computer-mediated interaction on distance learning. British Journal of Educational Technology, 39(1), 52-70.

2. Introduction computer-mediated resources constitute valuable tools for delivering the curriculum in distance education as well as in many other settings. – There may be a considerable variation in the extent to which they are integrated within the course structure and assessment regime. – Sometimes they are only used on a peripheral or optional basis. In educational contexts, appropriate pedagogies need to be devised to enable the effective use of computer- mediated resources, but there is clearly a danger that the technologies may be evolving at a faster rate than teachers and course designers can adapt their pedagogy.

3. Introduction Some commentators have urged teachers to rethink their pedagogy in order to exploit the new and varied opportunities offered by different media and technologies in contrast to conventional print, laboratory and face-to-face methods (Laurillard, 2002). Chief among these new opportunities is claimed to be the potential for supporting interaction in learning, and this provided the rationale for our own research into the ways in which interaction might impact student learning.

4. Introduction The purpose of this paper is to report the analysis of quantitative data concerning a sample of courses presented by the Open University during 2004. Our aim was to investigate the impact of computer- mediated interaction and integration on students’ performance, their perceptions of the academic quality of their course and the approaches to studying that they adopted.

5. Method Moore (1989) suggested three modes that define different types of interaction: (1) student to content; (2) student to tutor; and (3) student to student. The last two are variants of interpersonal interaction, and this formed one of the key modes of interaction used in selecting courses for the study. The potential for subtle and unique responses to individuals and groups of learners leads many researchers to emphasize the importance of interpersonal interaction (Bannan-Ritland, 2002; Berge, 2002; Garrison, 1993; Northrup, 2002).

6. Method The other mode was content interaction; this reflects the way in which the imaginative use of software resources, Internet resources, online questionnaires, models, simulations and tools can enable learners to experience an interactive learning process (Borsook & Higginbotham-Wheat, 1991; Sims, 1997). Three elements were derived from this literature: – The nature and quality of feedback (Berge, 2002; Wagner, 1994) – Locus of control (Borsook & Higginbotham-Wheat, 1991) – The type of tasks that interaction supports (Goodyear, 2002; Laurillard, 2002)

7. Method Integration was low when: – The computer-mediated component was stated explicitly as optional, even if its usage was indicated during a particular week or according to need. Integration was moderate when: – The computer-mediated component was integrated into a minor element of the teaching of one aspect of the course, eg, a theme or assignment that could be chosen by the student. Integration was high when: – The computer-mediated component was explicitly referred to in the assignment notes. – The computer-mediated component usage was built into the assignments.

8. Method

9. Results younger more likely than women to be found less likely to have high or medium prior qualification

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13. Discussion It has not proved to be possible to demonstrate that interaction and integration as general properties of groups of courses give rise to significant changes in these measures. Interaction is no doubt desirable from a pedagogical point of view, but it has to be understood in terms of whether and how students in extremely varied circumstances can engage with it. Our understanding of how to maximize the value of interaction in conditions of diversity is still developing, but in-depth case studies of specific course contexts seem to promise the best route forward.