Holt, Trina Lynn2010-02-042010-02-0420062010-02-04http://hdl.handle.net/1828/2153This 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.enAvailable to the World Wide Webface perceptionhigher educationcomputer assisted instructionUVic Subject Index::Humanities and Social Sciences::PsychologyThesis