Distance Learning and Computer-Mediated Communication: Interactive, Quasi-Interactive or Monologue?

Abstract

Research shows that the use of computer mediated communication (CMC) may contribute to alleviating important problems in distance education: isolation, lack of interaction and social exchange. By replacing the ‘transmission’ approach to teaching, typical of distance education, CMC should enable the application of teaching models based on participation and knowledge building. However, in an analysis of CMC protocols gathered from a distance learning experiment, we have been able to show only very low levels of genuine interaction among students. The results force us to reconsider the nature of the group interactive process and its presumed importance in learning which involves CMC.