Theories of computer-mediated communications (CMC) focus on how people learn to use them as active agents. This approach is different from the debates in terms of positive and negative aspects of the computer medium, which puts a human into a passive role. Research by Sherblom et al. examined the cognitive influences of knowledge, motivation, apprehension, skill, and medium on student participation in computer-supported collaborative learning (CSCL) environments (34). In particular, the researchers attempted to clarify which influence has the most power over the students’ willingness to participate in CSCL discussions.
The researchers combined two main approaches to CMC competence analysis to achieve those goals. The first approach identified participants’ knowledge and motivation as the primary influences, while the second focused on affective predispositions such as apprehension and reticence. CMC apprehension determines an overall negative perception towards text-based communication, and reticence describes anxiety emerging during the use of CMC to express emotions and personal meanings (Sherblom et al., 33). After defining these factors of influence, the researchers conducted a questionnaire-based qualitative analysis of the control group.
During the first stage, 91 participants completed an anonymous online survey that queried their self-perception of the following factors: CMC knowledge, motivation, skill, apprehension, medium, and degree of participation in CSCL discussions. After completion of the data collection stage, the items loading of six factors were entered into a linear regression analysis that produced a regression model. That model provided a clear representation of influence, contributed to participation in CSCL discussions by each factor.
The study showed that knowledge of the CMC medium was the strongest influence on participation with a β=.41. Perceived skill occupied second place in terms of importance with a β=.23. Apprehension has also contributed to negative participation with a β= -.17 score. Motivation — an overall reliance and trust in CMC, took fourth place with a β=.11. Finally, the influence of the CMC medium showed little to no contribution with a β=.01 score.
In regard to limitations, one should realize that the study included quite a small sample of participants. Due to that fact, it would be wrong to claim that researchers confirmed a universal rule. Despite this limitation, the study contains practical value since it provides an insight that can be examined in other classrooms or bigger groups of participants. In addition to that, teachers can use the results of this study to improve students’ experience with CSCL.
In a broader sense, the study’s findings can improve the quality of learning in an online format. For example, the revealed importance of knowledge shows that instructors need to pay attention to students’ training before engaging them in online discussions. The relatively small scope of research created certain limitations; however, the study still highlighted weak spots that hinder the use of technology for educational purposes.
In general, the study did a decent job at revealing problems that emerge during online communication in an educational setting. Society still faces troubles created by seemingly endless waves of the COVID-19 pandemic. In that regard, it is impossible to predict whether education will return to the usual format, or teachers and students will have to master online communication because it will stay relevant for a long time. If the latter becomes the case, the awareness about CMC and CSCL will grow in importance, changing the face of education in the long perspective.
Finally, I would like to commend the paper for clarity in research methods and result presentation. This study is not difficult to comprehend not only for education system professionals but also for the students. I especially approve that researchers provided practical suggestions on solving problems related to such issues like the lack of CMC knowledge or CMC apprehension. I find this information valuable for organizing the educational process in the online format, both for the students and their teachers.
Work Cited
Sherblom, John C., et al. “The Influence of Computer-Mediated Communication (CMC) Competence on Computer-Supported Collaborative Learning (CSCL) in Online Classroom Discussions.” Human Communication, vol. 16, no. 1, 2013, pp. 31-39.