A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning

Aihua Wang; Siu Cheung Kong

doi:10.1007/978-3-642-22763-9_9

A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning

Aihua Wang^*, Siu Cheung Kong

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

3 Citations (Scopus)

Abstract

This study aimed to explore the relations between students' free, independent and voluntary CMC (Computer-Mediated Communication) behaviors and their perceived effects of CMC on learning. A research model focusing on five types of CMC behaviors and the perceived positive and negative effects of CMC on learning was built based on previous researches in this area. An online questionnaire survey was conducted with 163 university students in Beijing. This study found that it was common for students to make CMC by using instant messaging system, email and social network services. It also found that the students positively perceived the effects of CMC on learning. This study found that asynchronous CMC usage and private CMC usage correlated more strongly with the positive effects of CMC on learning. Based on the findings, this study made two recommendations for incorporating CMC into hybrid disciplinary learning in the academic context: designing collaborative learning activities; and choosing asynchronous CMC and private CMC as starters for collaborative learning.

Original language	English
Title of host publication	Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings
Pages	95-104
Number of pages	10
DOIs	https://doi.org/10.1007/978-3-642-22763-9_9
Publication status	Published - 2011
Externally published	Yes
Event	4th International Conference on Hybrid Learning, ICHL 2011 - Hong Kong, China Duration: 10 Aug 2011 → 12 Aug 2011

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	6837 LNCS
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	4th International Conference on Hybrid Learning, ICHL 2011
Country/Territory	China
City	Hong Kong
Period	10/08/11 → 12/08/11

Keywords

CMC (Computer-Mediated Communication)
CMC behavior
collaborative learning
effects on learning
hybrid learning

Access to Document

10.1007/978-3-642-22763-9_9

Cite this

Wang, A., & Kong, S. C. (2011). A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning. In Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings (pp. 95-104). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6837 LNCS). https://doi.org/10.1007/978-3-642-22763-9_9

Wang, Aihua ; Kong, Siu Cheung. / A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning. Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings. 2011. pp. 95-104 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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title = "A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning",

abstract = "This study aimed to explore the relations between students' free, independent and voluntary CMC (Computer-Mediated Communication) behaviors and their perceived effects of CMC on learning. A research model focusing on five types of CMC behaviors and the perceived positive and negative effects of CMC on learning was built based on previous researches in this area. An online questionnaire survey was conducted with 163 university students in Beijing. This study found that it was common for students to make CMC by using instant messaging system, email and social network services. It also found that the students positively perceived the effects of CMC on learning. This study found that asynchronous CMC usage and private CMC usage correlated more strongly with the positive effects of CMC on learning. Based on the findings, this study made two recommendations for incorporating CMC into hybrid disciplinary learning in the academic context: designing collaborative learning activities; and choosing asynchronous CMC and private CMC as starters for collaborative learning.",

keywords = "CMC (Computer-Mediated Communication), CMC behavior, collaborative learning, effects on learning, hybrid learning",

author = "Aihua Wang and Kong, {Siu Cheung}",

year = "2011",

doi = "10.1007/978-3-642-22763-9_9",

language = "English",

isbn = "9783642227622",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

pages = "95--104",

booktitle = "Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings",

note = "4th International Conference on Hybrid Learning, ICHL 2011 ; Conference date: 10-08-2011 Through 12-08-2011",

}

Wang, A & Kong, SC 2011, A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning. in Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 6837 LNCS, pp. 95-104, 4th International Conference on Hybrid Learning, ICHL 2011, Hong Kong, China, 10/08/11. https://doi.org/10.1007/978-3-642-22763-9_9

A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning. / Wang, Aihua; Kong, Siu Cheung.
Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings. 2011. p. 95-104 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6837 LNCS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - This study aimed to explore the relations between students' free, independent and voluntary CMC (Computer-Mediated Communication) behaviors and their perceived effects of CMC on learning. A research model focusing on five types of CMC behaviors and the perceived positive and negative effects of CMC on learning was built based on previous researches in this area. An online questionnaire survey was conducted with 163 university students in Beijing. This study found that it was common for students to make CMC by using instant messaging system, email and social network services. It also found that the students positively perceived the effects of CMC on learning. This study found that asynchronous CMC usage and private CMC usage correlated more strongly with the positive effects of CMC on learning. Based on the findings, this study made two recommendations for incorporating CMC into hybrid disciplinary learning in the academic context: designing collaborative learning activities; and choosing asynchronous CMC and private CMC as starters for collaborative learning.

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Wang A, Kong SC. A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning. In Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings. 2011. p. 95-104. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-642-22763-9_9

A study of relations between students' CMC behaviors and perceived effects of CMC on learning for incorporating CMC in hybrid learning

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Keywords

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