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Computer Supported Collaborative Learning pp 145–161Cite as

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

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 128))

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.

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Author information

Authors and Affiliations

  1. Télé-Université, Université du Québec, 1001 Sherbrooke Est, Montréal, Québec, H2L 4Y9, Canada

    France Henri

Authors
  1. France Henri
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Editor information

Editors and Affiliations

  1. ESRC Centre for Research in Development, Instruction and Training Department of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, UK

    Claire O’Malley

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© 1995 Springer-Verlag Berlin Heidelberg

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Henri, F. (1995). Distance Learning and Computer-Mediated Communication: Interactive, Quasi-Interactive or Monologue?. In: O’Malley, C. (eds) Computer Supported Collaborative Learning. NATO ASI Series, vol 128. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-85098-1_8

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  • DOI: https://doi.org/10.1007/978-3-642-85098-1_8

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-85100-1

  • Online ISBN: 978-3-642-85098-1

  • eBook Packages: Springer Book Archive

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