Computer-supported instructional communication: Difference between revisions
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Revision as of 12:52, 29 June 2010
According to Rummel and Krämer (2010), “Research on instructional communication focuses on the study of interaction in learning environments (Mottet et al. 2005). Characteristic goals when analyzing instructional communication are: (1) understanding variables associated with successful communication in instructional settings and (2) deducing principles in order to design instructional communication more effectively.”
See also: computer-supported collaborative learning, computer-mediated communication
Links
- Nikol Rummel and Nicole Krämer (2010) (eds). Special Issue: Computer-supported instructional communication. A multidisciplinary account of relevant factors, Educational Psychology Review 22 (1). ISSN 1573-336X
Bibliography
- Bromme, H., Hesse, F. W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer
- Mottet, T. P., Richmond, V. P., & McCroskey, J. C. (2005). Handbook of instructional communication: Rhetorical and relational perspectives. Boston: Allyn & Bacon.
- Rummel, Nikol and Nicole Krämer (2010). Computer-Supported Instructional Communication: A Multidisciplinary Account of Relevant Factors, Educational Psychology Review 22:1–7 DOI 10.1007/s10648-010-9122-y