University Libraries Faculty Research & Creative Works
Computer-Mediated Communication and Multi-Modal Instruction in Higher Education
Abstract
This chapter examines the impact of multimodal, computer-mediated communication strategies on instruction in higher education. Colleges and universities have realized positive effects of using computer- mediated communication in instruction, but these effects are often accompanied by unintended, unexpected, and surprising changes to instructional practices, course dynamics, and student outcomes. With the introduction of computer-mediated communication in the instructional setting, the array of roles and expectations increases substantially. This chapter outlines the use of ICTs in “blended” and fully-online learning spaces and highlights some of our observations gained in teaching and performing research in an online course. Researchers should focus on investigating the roles, expectations, and interactions that accompany these changes and work to support the evolving needs of all constituents of technology-enhanced learning spaces. We believe it is important that, as researchers, we investigate ways in which accessibility, flexibility, and seamless integration of ICTs, user experience, and pedagogy can be maximized.
Recommended Citation
Williams, J. P., & Chen, H. (2008). Computer-Mediated Communication and Multi-Modal Instruction in Higher Education. Handbook of Research on Computer Mediated Communication IGI Global.
The definitive version is available at https://doi.org/10.4018/978-1-59904-863-5.ch011
Department(s)
Library and Learning Resources
Document Type
Book - Chapter
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2008 IGI Global, All rights reserved.
Comments
Chapter 11