Skip to main content
SpringerLink
Log in

Approaches to Researching Teaching and Learning Online

  • Chapter
Networked Learning: Perspectives and Issues

Part of the book series: Computer Supported Cooperative Work ((CSCW))

Abstract

This chapter is set in the context of the rapid development and combination of Communication and Information Technologies (C&IT) at the turn of the century and the wide impact these are having on teaching and learning at a distance. It focuses, as an example, on computer mediated conferencing (CMC). CMC is the transmission and reception of messages using a terminal or personal computer, a telecommunications system to connect to a central server and a software system to store and organize the messages. Typical software platforms used are FirstClass, Blackboard, Web CT or Lotus Notes. The asynchronous nature of CMC is a particular characteristic of the medium since users can log onto and take part in a conference at any time and from any location where they have access to the necessary hardware and software. The asynchronous characteristic is also known to promote in users both reflection before a response to a conference message and reflection on conferencing practice itself (Salmon, 2000b). CMC presents, however, a major challenge for educators and researchers to harness its potential for teaching and learning in a productive and successful way.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Agar, M.H. (1980) The Professional Stranger: An Informal Introduction to Ethnography New York, Academic Press

    Google Scholar 

  • Alexander, S. (1999) An evaluation of innovative projects involving communication and information technology in Higher Education Higher Education Research & Development 18 (2) pp173–183

    Article  Google Scholar 

  • Baker, M. & Lund, K. (1997) Promoting reflective interactions in a CSCL environment Journal Computer Assisted Learning 13 (3 September) pp163–174

    Article  Google Scholar 

  • Bassey, M. (1992) Creating Education through Research British Educational Joumal 18 (1) pp4–16

    Google Scholar 

  • Becker, H.S. (1958) Problem of Inference and Proof in Participant Observation American Sociological Review 23, pp652–60

    Article  Google Scholar 

  • Biggs, J. (1995) The Role of Meta-learning in Study Processes British Journal of Educational Psychology 55, pp185–212

    Article  Google Scholar 

  • Biggs, J. (1999) What the student does: teaching for enhanced learning Higher Education Research & Development 18 (1) p75

    Article  MathSciNet  Google Scholar 

  • Brookfield, S.D. (1992) Uncovering Assumptions: The Key to Reflective Practice The Reflective Practitioner, pp13–18 January

    Google Scholar 

  • Brookfield, S.D. (1995) Becoming a Critically Reflective Teacher San Francisco: Jossey-Bass

    Google Scholar 

  • Burt, G. (1997) Face to Face With Distance Education Milton Keynes: Open and Distance Education Statistics

    Google Scholar 

  • Calder, J. (1995) Evaluation & self-improving systems. In Lockwood, F. (Ed.) Open & distance learning today London: Routledge

    Google Scholar 

  • Carr, W. (1995) For Education: towards critical educational enquiry Milton Keynes: OU Press

    Google Scholar 

  • Carr, W. & Kemmis, S. (1986) Becoming Critical: Education, Knowledge & Action Research. Falmer

    Google Scholar 

  • Christoph, L.H. & Emans, B.S. (1999) Tutor training: Results of a course for distance tutors Proceedings of Online Educa, Berlin 25–26th November

    Google Scholar 

  • Cohen, L. & Manion, L. (1996) Research Methods in Education London: Routledge

    Google Scholar 

  • Collis, B.A. (1994) Collaborative learning and CSCW: research perspectives for interworked educational environments IFJP transactions A—Computer Science & Technology 46, pp81–104

    Google Scholar 

  • Cooper, D. (1992) Action research-student perspectives on tutor-marked assignments and tutorials Open Learning 8 (3), pp3–11

    Google Scholar 

  • Dede, C. (1996) Evolution of Distance Education: Emerging Technologies & Distributed Learning AJDE 10 (2), pp4–36

    Google Scholar 

  • Dewey, J. (1910) How Do We Think? London: Heath

    Book  Google Scholar 

  • Glaser, B.G. & Strauss, A.L. (1967) The discovery of grounded theory: Strategies for qualitative research, New York: Aldine

    Google Scholar 

  • Guba, E.G. & Lincoln, S.Y. (1994) Competing Paradigms in Qualitative Research. In Denzin, N.K. & Lincoln, Y.S. (Eds.) Handbook of Qualitative Research Thousand Oaks: Sage

    Google Scholar 

  • Gunn, C. (1999) They love it, but do they learn from it? Evaluating the educational impact of innovations Higher Education Research &Development 18 (2), pp185–199

    Article  Google Scholar 

  • Hendry, G. (1996) Constructivism & Educational Practice Australian Journal of Education 40 (1) pp19–45

    Google Scholar 

  • Henri, F. (1992) Computer Conferencing and Content Analysis. In Kaye, A. (Ed.) Collaborative Learning Through Computer Conferencing: The Najaden Papers Heidelberg: Springer-Verlag

    Google Scholar 

  • Jonassen, D.M., Davidson, M., Collins, C., Campbell & Haag, B.B. (1995) Constructivism and Computer-mediated Communication in Distance Education American Journal of Distance Education 9 (2) pp7–25

    Article  Google Scholar 

  • Kelly, G.A. (1955) The Psychology of Personal Constructs New York: Norton

    Google Scholar 

  • Kemmis, S. (1982) The Action Research Planner Geelong: Deakin University Press

    Google Scholar 

  • Lee, V.L. (1988) Beyond Behaviourism, Hillsdale NJ: Lawrence Erlbaum

    Google Scholar 

  • Lewin, K. (1946) Resolving Social Conflicts New York: Harper

    Google Scholar 

  • Light, P., Nesbitt, E., Light, V. & White, S. (2000) Variety is the spice of life: student use of CMC in the context of campus based study. Computers & Education 34, pp257–267

    Article  Google Scholar 

  • Mann, C. & Stewart, F. (2000) Internet Communication and Qualitative Research London: Sage

    Google Scholar 

  • Mantovani, G. (1994) Is computer-mediated communication intrinsically apt to enhance democracy in organizations? Human Relations 47 (1), pp45–62

    Article  Google Scholar 

  • Mason, R. (1992) Evaluation Methodologies for Computer Conferencing Applications. In Kaye, A.R. (Ed.) Collaborative Learning Through Computer Conferencing: The Najaden Papers Berlin: Springer-Vaerlag

    Google Scholar 

  • McIntyre, D. (1995) Initial teacher education as practical theorizing: A response to Paul Hirst British Journal of Educational Studies 43, pp365–383

    Article  Google Scholar 

  • McNiff, J. (1988) Action Research: Principles &Practice London: Macmillan

    Book  Google Scholar 

  • Metz, M. (1994) Computer-Mediated Communication: Literature Review of a New Context International Computing &Technology 2 (2), pp31–49

    Google Scholar 

  • Morgan, A. (1984) A report on qualitative methodologies in research in distance education Distance Education 5 (2), pp252–267

    Article  Google Scholar 

  • Murphy, D. (1999) Still ‘getting the mixture right’: Increasing interaction on the Internet Proceedings of 8th Conference on Open and Distance-Learning, ‘Learning and Teaching with New Technologies’, Cambridge, UK, 28th Sept–151 Oct

    Google Scholar 

  • Newman, R., Cochrane, C.; Johnson, C. & Webb, B. (1995) A Content Analysis Method to Measure Critical Thinking in Face to Face and Computer Supported Group Learning Interpersonal Computing and Technology 2, pp56–77

    Google Scholar 

  • Newman, R., Cochrane, C., Johnson, C. & Webb, B. (1996) An Experiment in Group Learning Technology: Evaluating Critical Thinking Face to Face and Computer Supported Seminars Interpersonal Computing and Technology 4 (1), pp57–74

    Google Scholar 

  • Oliver, R. & Reeves, T.C. (1996) Dimensions of Effective Interactive Learning with Telematics for Distance Education ETR&D 44 (4), pp45–56

    Article  Google Scholar 

  • Polyani, M. (1962) Personal Knowledge: Towards a Post-critical Philosophy Chicago: University of Chicago Press

    Google Scholar 

  • Reynolds, M. (1994) Decision-making using computer conferencing: a case study Behaviour & Information Technology 13 (3), pp239–252

    Article  Google Scholar 

  • Reynolds, M. (1998) Reflection and Critical Reflection in Management Learning. Management Learning 29 (2), pp183–200

    Article  Google Scholar 

  • Rose, A. (1992) Framing Our Experience: Research Notes on Reflective Practice Adult Learning (January), p5

    Google Scholar 

  • Rudy, I.A. (1995) A Critical Review of Research on Electronic Mail Cambridge: Judge Institute of Management Studies

    Google Scholar 

  • Salmon, G. (1999) Computer Mediated Conferencing in Large Scale Management Education Open Learning (June), pp45–54

    Google Scholar 

  • Salmon, G. (2000a) Computer Mediated Conferencing for Management Learning at the Open University Management Learning 31 (4)

    Google Scholar 

  • Salmon, G. (2000b) E-moderating: the key to teaching and learning online London: Kogan Page

    Google Scholar 

  • Sandberg, J.A.C., Christoph, L.H. & Emans, B.S. (2001) Tutor training: a systematic investigation of tutor requirements and an evaluation of a training British journal of educational technology British Journal of Educational Technology, 32 (1), pp69–90

    Article  Google Scholar 

  • Schön, D. (1983) The Reflective Practitioner; How Professionals Think in Action London: Basic Books

    Google Scholar 

  • Smith, J.E. (1995) Expanding the Potential of Distance Education Adult Learning 7 (1)

    Google Scholar 

  • Stein, S. (2000) Learning, Teaching and Researching on the Internet; A practical guide for social scientists London: Addison Wesley Longman

    Google Scholar 

  • Stevenson, K.P., Sander, P. & Naylor, P. (1996) Student perceptions of the tutor’s role in distance learning Open Learning 11 (1), pp22–30

    Article  Google Scholar 

  • Tait, A. (1994) Speaking personally with Alan Tait AJDE 8 (3), pp74–80

    MathSciNet  Google Scholar 

  • Thomas, G. (1997) What’s the Use of Theory? Harvard Educational Review 67 (No.1 Spring)

    Google Scholar 

  • Tolmie, A. & Barbieri, S. (1997) Computer-mediated Communication in Higher Education JCAL 13 (4 December)

    Google Scholar 

  • Tolmie, A. & Boyle, J. (2000) Factors influencing the success of computer mediated communication (CMC) environments in university teaching: a review and a case study Computers & Education 34, pp120–140

    Article  Google Scholar 

  • Wild, M. (1996) Technology refusal: Rationalizing the failure of student and beginning teachers to use computers British Journal of Educational Technology 27 (2), pp134–143

    Article  MathSciNet  Google Scholar 

Download references

Authors
  1. Gilly Salmon
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Centre for Studies in Advances Learning Technology (CSALT), Department of Educational Research, Lancaster University, Lancaster, LA1 4YL, UK

    Christine Steeples  & Chris Jones  & 

Rights and permissions

Reprints and permissions

Copyright information

© 2002 Springer-Verlag London

About this chapter

Cite this chapter

Salmon, G. (2002). Approaches to Researching Teaching and Learning Online. In: Steeples, C., Jones, C. (eds) Networked Learning: Perspectives and Issues. Computer Supported Cooperative Work. Springer, London. https://doi.org/10.1007/978-1-4471-0181-9_11

Download citation

  • DOI: https://doi.org/10.1007/978-1-4471-0181-9_11

  • Publisher Name: Springer, London

  • Print ISBN: 978-1-85233-471-0

  • Online ISBN: 978-1-4471-0181-9

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation