COMPUTER MEDIATED CONPERENCING: TECHNOLOGY AND CLASSROOM LEARNING Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 COMPUTER MEDIATED CONFERENCING: TECHNOLOGY AND CLASSROOM LEARNING Douglas N. Ross, Towson State University ABSTRACT This paper describes the integration of computer mediated conferencing (cmc) technology with a cooperative learning method; second, it provides a step by step introduction; and third, it reports on early classroom results with student teams utilizing cmc, organized in a jigsaw format, to discuss & teach each other several assigned course readings. INTRODUCTION Computer Mediated Conferencing (CMC) enables collaborative, online participation within and among topical discussion groups In a conference. The asynchronous nature of computer dialogue enables students (particularly those with jobs) to participate more on their own timetables. Thus they are less constrained by multiple, often- conflicting schedules. Often both discussion quality and participation improve because students must form their thoughts into writing before “speaking” and all must participate to some degree. Objectives sought in using this technology-based approach included enabling students to: Practice writing and critical thinking skills; develop! improve technology use skills; and develop abilities to work collaboratively with others in a non-face-to-face setting. This paper draws upon my pre-first semester preparation for, and the first semester’s experience with, using CMC to carry out a specialized assignment in a senior level management class. It sets out a step by step implementation guide, provides a few “helpful” hints, and shares some feedback from students. Appendices provide time required to implement cmc, and syllabus description. It is very much an early report of ongoing research in the classroom. STEP BY STEP Basically there are four steps: Planning (or the faculty learning the technology stage); preparation (or the faculty designing an appropriate class exercise stage); implementation; and evaluation. Planning Like it or not you will have to learn some of the idiosyncrasies of your university’s computer systems. My university has both a VAX and a UNIX system and while both sport a computer conferencing function, the VAX system proved the easier to implement. (Note that Appendix 1, Time Required to Implement the CMC Model, does not include what I have called the pre- preparation and preparation steps.) In other words, this approach is not something most faculty can just look at and do. Even though capabilities exist in the system, often surprisingly little “friendly” support exists for them. 147 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 Critical though are logistical support, student support, and faculty support. In addition, assessment evaluations will probably need to be developed for students, faculty, administrative systems and technical support systems. Early on, I decided to keep a learning log. In order to familiarize myself with the CMC process (and improve my comfort index), I did several things: Since I found the systems support documentation inadequate, I met with knowledgeable faculty to develop a more user friendly “How to use the electronic conference system” guide; participated in a “sample” on- campus conference; and then participated in an international computer conference on computer conferencing. I should mention what is perhaps obvious; you cannot just do one thing. In other words, I also had to be prepared to explain the campus information and VAX E-mail systems (don’t forget, UNIX differs.) For example, a difference between E-mail and CMC worth noting -- E-mail is “private” in the sense that it is between parties, but a conference is “public” meaning that we all got to read some curious comments. And, all occurs under full realization that many students know huge amounts more about this than I do. Preparation I suggest that you introduce CMC to your students in a computer lab. It gives some control over the environment and enables walking step by step through the commands of the conference dialogue process. As an “appropriate exercise” I chose a jigsaw format because requirements are such that students have to collaborate in order to complete their assignment (see Appendix 1.) I should mention that the whole schedule of class sessions was re- sequenced and altered to include new material. In a real sense the emphasis of the course had to be changed to accommodate the exercise. In other words, considerable thought had to go into preparing the course. Implementation For my first class session (of two sections) I had a computer person handle the technical log on, etc. and sample conference experience. For the second section, I had an experienced faculty member do it. In both cases, I acted as an assistant going around the lab answering student questions. At appropriate times I would cut in and explain how what we were doing in this practice session would be used “for real” next class (see Appendix 2.) For example, at this first session began the first step of the jigsaw and one of four outside reading articles was assigned to several students. At the second session, also in the computer lab, I gave a very brief review, then got the article #1 students discussing their article via computer. And so on, through the four articles. Their online discussion was initiated with a focusing question on each of the articles and then I 148 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 monitored their discussions. Next, students were formed into teams with one team member for each separate article (additionally, each student was to prepare a web of their article which was given to team mates.) As teams, further online discussion occurred, as team members “taught” each other about their reading. To focus things, teams were required to prepare a test question, one of which was chosen as the basis of a pencil and paper test. In all, we took three lab sessions on CMC. First as an intro, the second to do an exercise and the third to do a second round of the exercise which repeated the steps with another set of assigned articles. I thought that most students would have a reasonable understanding of the process but would probably need some encouragement to use it. So, in addition to the lab sessions, it is required that CMC be used for “meetings” related to student semester-end projects, which I can monitor. Evaluation Some issues are still in process of resolution -for example, logistical support for students and faculty, and evaluations for technical systems and administrative support systems personnel. Some progress has been made toward more user-friendly documentation. Student formative evaluations returned many interesting comments. These were administered to approximately forty students but I allowed them to develop their responses as teams so the following data are from about a ten teams’ response forms. TABLE 1 LEARNING OUTCOMES Rank/ #responding Learning 1 2 3 4 5 0 0 5 3 2 Purpose 1 2 3 4 5 0 1 1 4 4 On the low end of the scale (low 1, 5 high) students felt under “too much time pressure about how to use the computer;” they wanted a “conference guide” and “to understand the purpose of the activity better (and) more conferences, practice; more time to actually explain what we are doing.” What would have helped their understanding? “a computer assistant, more practice time, more time for conferencing and more conferencing itself, more in-class time, better intro into Towson’s computer system” (this team comment related to the technical introduction.) Other comments on the whole were positive. For example, students “acquired the skills of CMC and team building; we learned better; helped us appreciate what computers can do for our learning; we got other interpretations on the 149 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 articles; hands on training is the best kind; helped because it is a new method to work around each other’s schedules.” The following Table “what should be the role of the professor?” contains some useful suggestions. TABLE 2 PROFESSOR’S ROLE *advisor * less pressure on time *aid students in trouble *leader, provide examples * guide us through the basics *be there to answer questions on the computer *explain better what he expects of us The following Table “advice to future participants” will be used as an overhead to show next semester’s classes. TABLE 3 ADVICE TO FUTURE PARTICIPANTS * Put summary of your article into computer so your team mates can read it and you don’t have to type in class * learn to use the computer; make explanations clear for readers * pay attention and practice, use outside of class * take time to read other comments on other articles rather than just talking about your own * make sure you attend class and ask questions if you don’t understand * be familiar with computer system, be open minded with learning * be very prepared DISCUSSION This paper was written midway through the first semester of implementing CMC. At this early stage, several observations occur. First, the formative evaluation may have led students to evaluate the jigsaw exercise as much as or more than their use of CMC. On the other hand, I had deliberately attempted to use the technology as a part of a class assignment and not to simply employ technology for its own sake. Student comments suggest the importance of both time and technical support as variables in their learning about technology. Second, the issue of passivity in learners seems to me to have become even more acute in recent years. I was pleased with the “advice to next year” in that this represents students telling students to take responsibility for their own learning. Third, I think that planning efforts paid off in that student comments on the professor’s role generally spoke directly to what I actually did in class. Fourth, I had hoped that students would apply CNC outside of class to their semester-end project. Upon 150 Developments In Business Simulation & Experiential Exercises, Volume 23, 1996 review of the electronic proceedings I discovered that, with a few notable exceptions, this was generally not the case. (So, next semester I plan to allocate points to the CMC portion of their project.) APPENDIX 1. SYLLABUS DESCRIPTION Computer Mediated Conferencing (CMC) enables collaborative, online participation within and among topical discussion groups in the conference. The nature of computer dialogue enables your participation by: First, largely overcoming constraints posed by conflicting schedules, and second, improving discussion quality because you must form your thoughts into writing before “speaking.” Students will be assigned VAX access numbers to enable participation in an online computer mediated conference from both TSU and home via modem. Additionally, this system provides direct access to the Internet. CMC will be used in two areas: I. In-Class. Annual Editions readings, which provide the opportunity to go more deeply into ethics-related topics, will be assigned according to a “jigsaw” formula. Sessions will involve each participant: 1. reading an assigned article from Annual Editions; 2. creating a “web” of your article; 3. creating two questions about your article; and 4. discussing your article “online” with others who have read the same article. Then, you will join a second group consisting of three others who have not read your article and you should provide them with a web in class and explain your article to them, online. In turn, they will explain their articles to you. Class sessions #3, #5 and #8 have been scheduled in the computer lab for this purpose. Participation/ contribution will be assessed by a direct numerical tabulation of logged on participation, a turned in copy of your article web and by short written pencil & paper tests after each conference segment. CMC Scoring: 20 points (two sessions 0 10 points) Discussion: 4 points (ONLINE) Test : 4 points Web : 2 points II. Out-of-Class project. The TLS report requires updated Federal and State information on the assigned case, which should be drawn from www sources. Note also that TLS teams should use the CMC mode for “meetings.” APPENDIX 2 INPLEMENTATION TIME Class minutes Introductory CMC Class session • Intro to CMC • Assign articles • Review procedure • Establish teams 31 10 10-15 10 Online Dialogue • CMC topical dialogue 30++? CMC Class Session (s) • CMC dialogues • CMC test • evaluations 30-40 15 10-20 Transition Class Session (s) • internet sites • continuing project dialogue 20 151 Table of Contents Volume 23, 1996 Modeling Advertising Effectiveness Simulation as an Aid to Learning: How Does Participation Influence the Process? Administering Business Simulations in Transitioning Economies: The Introduction of Simulation Gaming to Estonia Business Simulation Games: Current Usage Levels. A Ten Year Update The Relationship Between Interpersonal and Task Cohesiveness and Performance in a Business Simulation Game The Design of an ITS-Based Simulation: A New Epistemology for Learning Correlates of Learning in Simulations How Do We Know where we're going if we don't know where we have been: A Review of Business Simulation Research Making Cash Flow Come Alive and Sensible in the Classroom Enhancing Simulation Learning through Objectives and Decision Support Systems An Analysis of Deliberate and Emergent Strategies Relative to Porter's Generic Differentiator and Cost Leader: A Bias and Variance Modeling Approach Introducing Ethical Dilemmas into Computer-Based Simulation Exercises to Teach Business Ethics CEO Strategic Locus of Control Effects on Game Performance and Playing Behavior The Relational Database As a Link between Operations and Cost Accounting Goal Setting over Time in Simulations Computerized Business Simulations: A Workshop Exploring the Tutor's Role, Task & Needs Strategic Analysis of the Product Portfolio with the COMPLETE PPA Package: A Strategic Market Planning Tool Draft Standards and Registration Procedure for Assessment Instruments Perspectives on a New Generation of Business Games An Economic Multiple Regression Case In Experiential Learning Changing Institutional Norms and Behavior, Not Culture: Experiential Learning Comes to Myanmar Strategic Management and the Case Method: Survey and Evaluation Individual Differences in Internet Attitude and Use Long Live the Plan - or Should It? Examining the Impact of Detailed Strategic Plans on Organizational Performance Do Your Students Really Read the Manual? A Computerized Contextual Tool As A Surrogate for the Traditional Student Manual Pilot Analyses of Self-Peer Evaluations in an Experiential-Exercise Human Resources Management Course Leader Behavior Feedback: A Learning Exercise Dilemma-Dilemma: An Exercise for Teaching Significance Of Communication Computer Mediated Conferencing: Technology and Classroom Learning Multimedia in the Workplace: Who is really using it and where is it Headed? Using Experiential Exercises for Collecting Research Data: Integrating Teaching and Research Interactive Distance Learning as a Tool in a College's Theory and Practice The President's Decision: An Experiential Exercise in Decision Making Integrating Computer Literacy Skills in the Undergraduate Curriculum: The Advanced Accounting Experiment Imperatives for the Transfer of Experience-Based Training Deciding How to Decide The Internet as a Pedagogical Tool Internet Scavenger Hunt Two Management Exercises Based on Committee Work Multimedia in the Year 2000: How Will It Affect Our Lives? Bootstrap Benefit Segmentation: Finally A Way to Teach Benefit Segmentation without Primary Data or Those Fancy Statistical Methods Multimedia and Learning: Is There A Connection? A Changing Business Policy Collaborative Learning Through Real-Life Assignments in Accounting Classes The Necessity Of Incorporating Local Cultural Aspects Into International Business Experiential Exercises Utilizing Cultural and International Landmark Constructs to Assess Business Student's International Awareness Legal Issues related to the Use of Application Blanks: An Experiential Exercise The Family in the Classroom: An Experiential Exercise for Teaching Issues Related To Expatriate Assignments Using Internet Resources to Enhance Teaching of Information Systems Courses: A Demonstration Proposal Chalkboards to Chipboards for Teachers and Consultants How Do We Measure The Learning In Experiential Learning and How Do We Best Simulate It?