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Cyber space or face-to-face?: comparing face-to-face with computer-mediated communication for collaborative learning

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dc.contributor.author Holt, Trina Lynn
dc.date.accessioned 2010-02-04T17:28:34Z
dc.date.available 2010-02-04T17:28:34Z
dc.date.copyright 2006 en
dc.date.issued 2010-02-04T17:28:34Z
dc.identifier.uri http://hdl.handle.net/1828/2153
dc.description.abstract This thesis compared face-to-face (FTF) communication with the computer-mediated communication (CMC) tools, email and chat, for collaborative learning purposes in higher education. Participants (n = 60) worked in groups of three in one of two communication conditions: FTF or CMC. Each group completed two tasks that required different ways of thinking: convergent thinking (finding one correct answer) and divergent thinking (formulating many solutions). Students obtained comparable task scores regardless of communication media. CMC participants appreciated the divergent thinking task more, had more concerns about time, more difficulties with scheduling, more anxiety about completing tasks on time, and fewer three-person meetings than did FTF groups. Participants in both conditions appreciated working in groups. The communication framework of grounding (Clark & Brennan, 1991), proved useful when analysing the results. The study identified key areas for further research and provided grounds for practical recommendations. en
dc.language English eng
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject face perception en
dc.subject higher education en
dc.subject computer assisted instruction en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Psychology en
dc.title Cyber space or face-to-face?: comparing face-to-face with computer-mediated communication for collaborative learning en
dc.type Thesis en
dc.contributor.supervisor Brimacombe, C. A. Elizabeth
dc.degree.department Dept. of Psychology en
dc.degree.level Master of Science M.Sc. en


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