Computer-Mediated-Communication
in Pre-graduate Mathematics Courses
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Computers afford an environment in which use of communication tools can promote deep learning. This may be due to the creation of a varied learning environment, and to the induction of active, collaborative and self-directed learning. Students'' experience of web-supported learning was evaluated to test the assumption that computer-mediated-communication promotes higher order thinking. The association between presumed active use of communication tools, and perceptions concerning learning principles (varied and challenging learning environment, application of higher order thinking skills, and l...
Computers afford an environment in which use of
communication tools can promote deep learning. This
may be due to the creation of a varied learning
environment, and to the induction of active,
collaborative and self-directed learning. Students''
experience of web-supported learning was evaluated
to test the assumption that computer-mediated-
communication promotes higher order thinking. The
association between presumed active use of
communication tools, and perceptions concerning
learning principles (varied and challenging learning
environment, application of higher order thinking
skills, and lecturer feedback and encouragement to
interact frequently), was evaluated. Perceived
active use of e-mail and the chat facility was
significantly associated with recognition of the
need to apply higher-order thinking skills in order
to do well in the course. Lecturers interested in
using electronic communication tools to promote
higher order thinking may find this book useful.
communication tools can promote deep learning. This
may be due to the creation of a varied learning
environment, and to the induction of active,
collaborative and self-directed learning. Students''
experience of web-supported learning was evaluated
to test the assumption that computer-mediated-
communication promotes higher order thinking. The
association between presumed active use of
communication tools, and perceptions concerning
learning principles (varied and challenging learning
environment, application of higher order thinking
skills, and lecturer feedback and encouragement to
interact frequently), was evaluated. Perceived
active use of e-mail and the chat facility was
significantly associated with recognition of the
need to apply higher-order thinking skills in order
to do well in the course. Lecturers interested in
using electronic communication tools to promote
higher order thinking may find this book useful.
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