Welcome to the InfoSci Platform
Reference Hub1
Computer Mediated Communication and Multimodal Instruction in Higher Education

Computer Mediated Communication and Multimodal Instruction in Higher Education

J. Patrick Williams, Hsin-Liang Chen
Copyright: © 2008 |Pages: 18
ISBN13: 9781599048635|ISBN10: 1599048639|EISBN13: 9781599048642
DOI: 10.4018/978-1-59904-863-5.ch011
Cite Chapter Cite Chapter

MLA

Williams, J. Patrick, and Hsin-Liang Chen. "Computer Mediated Communication and Multimodal Instruction in Higher Education." Handbook of Research on Computer Mediated Communication, edited by Sigrid Kelsey and Kirk St.Amant, IGI Global, 2008, pp. 128-145. https://doi.org/10.4018/978-1-59904-863-5.ch011

APA

Williams, J. P. & Chen, H. (2008). Computer Mediated Communication and Multimodal Instruction in Higher Education. In S. Kelsey & K. St.Amant (Eds.), Handbook of Research on Computer Mediated Communication (pp. 128-145). IGI Global. https://doi.org/10.4018/978-1-59904-863-5.ch011

Chicago

Williams, J. Patrick, and Hsin-Liang Chen. "Computer Mediated Communication and Multimodal Instruction in Higher Education." In Handbook of Research on Computer Mediated Communication, edited by Sigrid Kelsey and Kirk St.Amant, 128-145. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-863-5.ch011

Export Reference

Mendeley
Favorite

Abstract

This chapter examines the impact of multimodal, computer-mediated communication strategies on instruction in higher education. Colleges and universities have realized positive effects of using computer- mediated communication in instruction, but these effects are often accompanied by unintended, unexpected, and surprising changes to instructional practices, course dynamics, and student outcomes. With the introduction of computer-mediated communication in the instructional setting, the array of roles and expectations increases substantially. This chapter outlines the use of ICTs in “blended” and fully-online learning spaces and highlights some of our observations gained in teaching and performing research in an online course. Researchers should focus on investigating the roles, expectations, and interactions that accompany these changes and work to support the evolving needs of all constituents of technology-enhanced learning spaces. We believe it is important that, as researchers, we investigate ways in which accessibility, flexibility, and seamless integration of ICTs, user experience, and pedagogy can be maximized.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.