HICSS '02 Proceedings of the 35th Annual Hawaii International Conference on System Sciences (HICSS'02)-Volume 5 - Volume 5
A field study of use of synchronous computer-mediated communication in asynchronous learning networks
Acceptance of internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
Understanding Web-based learning continuance intention: The role of subjective task value
Information and Management
Design exemplars for synchronous e-learning: A design theory approach
Computers & Education
Design exemplars for synchronous e-learning: A design theory approach
Computers & Education
Establishing on-line corporate training in distributed, synchronous eCollaboration: a field study
CRIWG'10 Proceedings of the 16th international conference on Collaboration and technology
Dr. Jekyll vis-à-vis Mr. Hyde: Personality variation between virtual and real worlds
Information and Management
Assessing e-learning 2.0 system success
Computers & Education
Computers in Human Behavior
How and why do students of higher education participate in online seminars?
Education and Information Technologies
The effect of moderator's facilitative strategies on online synchronous discussions
Computers in Human Behavior
ICWL'12 Proceedings of the 11th international conference on Advances in Web-Based Learning
Virtual learning communities: success factors and challenges
International Journal of Technology Enhanced Learning
International Journal of Web-Based Learning and Teaching Technologies
Case studies in research: Is social capital effective for online learning?
Information and Management
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Computer-mediated communication (CMC) has been adopted in most e-learning settings. However, few research studies have considered the effect of different CMC. This study examined how and why synchronous communication affected participation in online discussions. Two online classes that participated in two asynchronous and two synchronous online discussions were examined. Actual and perceived measures of participation indicated that synchronous communication induced personal participation, which could be regarded as a complement to cognitive participation. Personal participation involves more intense interaction better supported by synchronous communication while cognitive participation is a more reflective type of participation supported by asynchronous communication. In synchronous discussions, the e-learners felt that they worked together and were not restricted to only discuss course content. This was likely to induce arousal and motivation and increased convergence on meaning, especially in small groups.