Theses and Dissertations

Date of Award

2003

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Todd A. Curless

Committee Member

Michael T. Hutton

Committee Member

Barbara Packer

Committee Member

Maryellen Maher

Keywords

Computer Mediated Communication/Computer Assisted Instruction/ Instructional Technology/Web Based Instruction/Student Interaction

Abstract

There is a significant body of research that supports the hypothesis that interaction is a key enabler of the learning process. This study measured the effect of computer-mediated communication (CMC) on student interactions in traditional classroom courses at the graduate level. A secondary investigation also assessed the impact of CMC on student perceptions of classroom interaction.

The site of the study was the Naval Postgraduate School, Monterey, CA. The method of research employed a quasi experimental design with two groups completing a course titled “Fundamentals of Information Technology.” The same instructor taught the same material to both sections and in the same classroom. The only difference in instruction between the control group and the treatment group was that the treatment group had the option of using CMC discussion board tools in addition to their normal verbal and written communications to interact with the instructor and/or other students. Quantitative data analysis was conducted on observed interactive events and measures of perception were assessed through a verified reliable self-report survey.

An analysis of the data revealed CMC had statistically significant effect on graduate classroom interactions. Both the number of student-student and overall interactive events were increased, as well as the student’s perception of classroom interaction. Inherent limitations of the study necessitate the need for further research to determine if the findings will hold true for a broader population.

Nova Southeastern University is authorized to include abstracts of this study in University publications and to disseminate the applied dissertation upon request.

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