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Paulsen - Teaching Methods and Techniques For Computer-Mediated Communication
Paulsen - Teaching Methods and Techniques For Computer-Mediated Communication
Methods
Verner (1964, 36) distinguished between individual methods and
group methods. Applied on CMC, one often encounters a more
detailed classification of methods. Harasim (1989), presenting the
"Collaborative Learning Horizon", distinguished among one-to-one,
one-to-many, and many-to-many learning approaches. This paper
sugests that Harasim's classification should be supplemented with
Techniques
A pedagogical technique is a manner of accomplishing teaching
objectives. The techniques introduced here are organized according
to the four communication paradigms used in computer-mediated
communication.
The foregoing considerations result in a framework of four methods
and a number of techniques as shown in figure 3. First, the
techniques classified as one-alone are characterized by retrieval of
information from online resources and the fact that a student can
perform the learning task without communication with the teacher
or other students. Second, the techniques classified as one-to-one
can be conducted via e-mail applications. Third, the techniques
discussed as one-to-many will typically be conducted via World Wide
Web, bulletin boards or distribution lists for e-mail. Finally, the
techniques presented as many-to-many can be organized within
computer conferencing systems, bulletin board systems, or
distribution lists for e-mail. A comprehensive litterature review
conducted by Paulsen (1995) presented experiences from about 25
different teaching techniques that have been applied in CMCsystems. The techniques, that are presented in figure 3, constitute
by no means an exhaustive list of applicable techniques. They
represent, however, a comprehensive array of examples that show
the gamut of techniques that are available for teachers, program
planners, and designers of CMC courses. Based on the examples
found in Paulsen's literature review, some techniques seem
prevalent and others seem rare. The review showed, though, that
practitioners have a wide range of techniques to choose from.
Devices
Verner (1964, 37) referred to "various mechanical instruments,
audio-visual aids, physical arrangements, and materials" as devices
that can enhance the effectiveness of an adult education process.
Verner staded, however, that television could be regarded as a
device when used in a classroom and as a method when it is the
primary medium used in a distance education setting. From this, one
may argue that CMC could be regarded as both device and method.
In this paper, however, CMC is viewed from the device perspective.
Using the CMC-classification derived from Rapaport (1991), there
are four major CMC-devices: information retrieval systems,
electronic mail systems, bulletin board systems, and computer
conferencing systems. These four CMC-devices correspond primary
to the four methods: one-alone, one-to-one, one-to-many, and
many-to-many.
Building on these foundations, the methods, techniques, and
devices that could be applied in a CMC-based teaching system are
illustrated in figure 3.
Methods:
one-alone
one-to-one
one-to-many
Online
many-to-many
Debates
Simulations
games
databases
Online
journals
Online
applications
Techniques:
Software
libraries
Online
Learning
contracts
interest
Apprentice
Lectures
ships
Symposiums
Skits
Internships
Role Plays
Case studie
Discussion
Transcript
assignmen
Brainstorm
Correspond-
Delphi Tech
ence studies
Nominal
groups
Devices:
techniques
Interviews
online resources
bulletin board
Forums
Project gro
computer conferen
References