Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer-mediated conferencing
Titel:
Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer-mediated conferencing
Auteur:
LaPointe, Deborah K. Gunawardena, Charlotte N.
Verschenen in:
Distance education
Paginering:
Jaargang 25 (2004) nr. 1 pagina's 83-106
Jaar:
2004-05
Inhoud:
Our pervasive adoption of CMC in higher education has far outpaced our understanding of the nature of CMC and, accordingly, how this medium should best be used to promote higher-order learning (Garrison, Anderson, & Archer, American Journal of Distance Education, 15(1), 7-23, 2001). Therefore, this study examined the relationship between peer interaction and learning outcomes by creating and testing through structural equation modeling a model of five variables—learner characteristics measured by self-construal, perceived teaching style, task design, course requirements, and prior CMC experience—that influence self-reported peer interaction and self-reported learning outcomes. The results showed that perceived teaching style had a small direct effect (0.23) and prior CMC experience had a moderate direct effect (0.31) on self-reported peer interaction; self-reported peer interaction had a strong direct effect (0.66) on self-reported learning outcomes.
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