Presentation includes:
Identification of issues in distance learning
Introduction to Channel Expansion Theory (CET)
Application of CET to distance learning
Proposed hypothesis
Presented fall 2013 to my graduate course in Communication Theory
3. Distance Learning
National Center for Education Statistics
defines DL as:
“a formal educational process in which the
instructor and the student are not in the
same location….instruction might be
synchronous or asynchronous”
(Parsad & Lewis, 2008, para. 1).
Thus, technology has removed the
restrictions of time and space
4. Students
Who benefits from distance learning courses?
Individuals with disabilities
Parents
Full-time employees
Students in areas where transportation as an issue
Military
5. Enrollment
Robust increase in enrollment
6.9 million students in 2012 (Allen & Seaman, 2013)
77% of campuses offer online courses (AndersonAvouris, Boyles, & Rainie, 2012)
70% of universities have DL as part of long-term strategy
6. FtF vs. CMC
Can online education be as beneficial for students as
classroom learning?
7. Course Design
Fundamental change from traditional learning
Heavily rely on communication (Hiltz, 1990; Schrum, 1995; Schrum & Lamb, 1996)
One-on-one with faculty
Group work with peers
Discussion Boards
9. Performance Outcomes
The observed scores relating to the level of achievement
that can be compared against a scale to determine a level of
proficiency and/or comprehension
10. Student Performance
Student perceptions of technology and its use in
communicating with faculty and peers
Students struggle with….
technical issues
understanding technology
communication with faculty and other students
course content and context
(Owens, Hardcastel, & Richardson, 2009; Schrum, 1997; Sitzmann, Bell, & Bauer, 2010; Wiesenberg & Hutton, 1996)
11. Student Performance
Participation lower than expected (Wiesenburg & Hutton, 1996).
Students frequently felt isolated (Owens, Hardcastel, & Richardson, 2009)
Technology alters communication (Lea & Spears, 1991)
12. What to consider….
Technology alters
a student’s ability
to effectively
communicate
Participation and
understanding of
course material
Affect
performance
outcome
14. CET Roots
Media Richness Theory (Daft & Lengel, 1986)
Uncertainty
Equivocality
Media Richness
15. Media Richness
Important in creating a shared understanding in
communication
Ability to encode and decode
Avoid misunderstandings/unclear messages
16. CET & Media Richness
Not dependant on channel’s characteristics but the
user’s perception of the channel in reducing
equivocality and uncertainty
18. Effective Communication
“communication effectiveness and richness
perceptions are strongly bounded by a channel user’s
communication experiences” (Carlson & Zmud, 1999)
19. Perceptions of richness
Based on prior knowledge-building experience
with:
Medium
Partner
Topic
Context
20. CET and Media Richness
Channel
Topic
Context
Richer
Leaner
Partner
21. CET and Media Richness
Media richness is:
Fluid
Subjective
Linear and developing across time.
22. Channel Selection
As you gain experience you are able to select which
channel will fit your needs
Experience
Perceived
Richness
Effective
Communication
23. CET Applied
Various media
Diverse situations
CET applied to educational context (Fernandez, Simo, Sallan, & Enache, 2013)
Different individuals showed different overall levels of
perceived media richness
Experience with the channel and with the partner significantly
relate to the perception of the online forum’s richness
24. Hypothesis
The richer a student perceives a channel to be, the
greater their performance outcome will be in a distance
learning course using that channel.
25. References
Allen, I. E. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. New York, NY: The Sloan Consortium. Retrieved
from http://sloanconsortium.org/
Anderson, J.Q., Boyles, J.L., & Rainie, L. (2012). The future impact of the Internet on higher education: Experts expect more-efficient collaborative environments
and new grading schemes; they worry about massive online courses, the shift away from on-campus life. Washington, D.C.: Pew Research Center, Pew
Internet & American Life Project. Retrieved from http://www.pewinternet.org
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Carlson, J. R., & Zmud, R. W. (1999). Channel expansion theory and the experiential nature of media richness perceptions. Academy of Management
Journal, 42, 153-170.doi:10.2307/257090
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32, 554–571.
doi:10.1287/mnsc.32.5.554
Fernandez, V., Simo, P., Sallan, J. M., & Enache, M. (2013). Evolution of online discussion forum richness according to channel expansion theory: A longitudinal
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Parsad, B. & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006-07. (NCES 2009044). Washington D.C.: U.S. Department of
Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov
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Owens, J., Hardcastel, L., & Richardson, B. (2009). Learning from a distance: The experience of remote students. Journal of Distance Education, 23, 57–74.
Retrieved from http://www.jofde.ca/
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Computer Science, 2, 717–731. Retrieved from http://www.jucs.org/
Sitzmann, T., Ely, K., Bell, B. S., & Bauer, K. N. (2010). The effects of technical difficulties on learning and attrition during online training. Journal of Experimental
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