Computer mediated communication (cmc)

CMC, Flipped classroom

1. Computer Mediated Communication (CMC) Dr SAJEENA S.

2. Computer Mediated Communication (CMC) The prevailing paradigm in the regular school system is Computer Mediated Communication (CMC), where the primary form of interaction is between students and instructors, mediated by the computer.  Computer-mediated communication (CMC) is any form of communication between two or more individual people who interact and/or influence each other via separate computers through the Internet or a network connection - using social software. CMC does not include the methods by which two computers communicate, but rather how people communicate via computers.

3. CMC plays of course an important role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT/CBL materials, there is an increased use of e-tutoring through forums, chat rooms, video-conferencing etc. Courses addressed to smaller groups frequently use "blended" or hybrid designs that mix courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g. drill & practise, exercises, projects etc.).

4. Advantages of CMC 1. Computer mediated communication breaks down geographical barriers to communication enabling collaboration through communication over distance. 2. People can exchange, store, edit, broadcast, and copy any written document. They can send data and messages instantaneously, easily, at low cost, and over long distances. 3. Few Status and Position Cues: Software for electronic communication is blind with respect to the vertical hierarchy in social relationships and organizations. Once people have electronic access, their status, power, and prestige are not communicated as in face to face situations.

5. Disadvantages of CMC 1. Inhibitions related to computer/technology use; problems with access to the technology. 2. More time consuming 3. Absence of Regulating Feedback, lack of socio-emotional and nonverbal cues. In face to face communication, head nods, smiles, eye contact, distance, tone of voice, and other nonverbal behavior  give speakers and listeners information they can use to regulate, modify, and control exchanges. 4. The lack of true human contact. Electronic communication tends to seem impersonal. Communicators must imagine their audience, for at a terminal it almost seems as though the computer itself is the audience.

6. Computer Simulation Simulation is found to be the most popular form of computer-based learning environment used in education. A simulation is an instructional strategy that offers the opportunity to learn in a realistic environment and practice problem solving skills without danger. Simulation is a teaching method solidly rooted in statistical evidence that learners retain more information by doing rather than by just reading or listening. In an educational context, a simulation is a powerful technique that teaches about some aspect of the world by imitating or replicating it. Students are not only motivated by simulations but also learn by interacting with them in a manner similar to the way they would react in real situations.

7. According to Lee (1994) “A simulation is a computer program in which it creates a set of things through the means of a program and then relates them together though cause and effect relationship”. Computer-based instructional simulations may be defined as the controlled representation of real world phenomena. These instructional methods are used when real world experiences are either unavailable or undesirable.

8. Computer-based instructional simulation is among the most powerful educational delivery method because computer-based instructional simulations provide situated, authentic form of practice, feedback about performances, depictions of how a device or system works and motivation for learning while avoiding physical danger and constraints. In addition, simulations can use strategies effective for supporting student learning about the task. When people know the accurate meaning and utility of learning methods, they can choose the best methods for specific learning objectives.

9. In computer-based instructional simulations, learners learn by actually performing the activities to be learned in a context that is similar to the real world. Computer-based instructional simulations could simplify the world in which learners solve problems, learn procedures and come to understand the characteristics of phenomena. Computer-based instructional simulations are useful in situations that are dangerous to operate (e.g., flight experiments or chemical experiments), subject to failure when used incorrectly (e.g., medical operations), costly to maintain (e.g., army training), difficult to set up (e.g., biology experiments) or difficult to observe in operation (e.g., social-economic phenomena). Simulations do not only motivate learners but also learn by interacting with them in a manner similar to the way they would react in real situations.

10. Blended Learning Blended learning as social software provides interesting possibilities for building collaborative learning environments, the wireless networks allow flexibility in setting up learning environments where needed. Connecting face-to-face teaching and learning with ICT refers to blended learning, i.e. different ways to blend face-to-face teaching and different online tools. According to Garrison and Kanuka (2004), the simplest model of blended learning “is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” aiming at taking advantage of a synchronous face-to-face situation and the asynchronous, text-based Internet. Typically, this means traditional face-to-face teaching or lecturing with additional materials and learning assignments online, using different learning management systems, such as Moodle.

11. Blended learning can be defined as an educational approach that combines different models of face to face and distance education and makes use of all technology types belong to educational studies. Some different definitions can also be found in the literature. Procter (2003) defines blended learning as an effective combination of different education techniques, technologies and delivery modes to supply students’ needs.

12. Blended learning is a learning approach that contains different types of education techniques and technologies. This learning model aims to provide more effectiv e education experiences by combining features and functions of well-known learning and teaching techniques. A typical blended learning model may contain two or more techniques with different approaches. But today it is associated with combination of face to face education and online learning activities mostly.

13. In this case, blended learning models allow teachers to use advantages of both face to face education and online learning. It is possible to ensure an effective education environment where students can benefit from online learning technologies and interact with teachers or other students. Using blended learning mode ls in educational activities can enhance students’ learning levels and optimize the seat time. Furthermore, the dropout rate can be reduced with the support provided by teachers and other learning materials associated with a learning management system or educational application.

14. Blended learning is a popular learning model, which grows rapidly as a result of improvements in education and technology. Blended learning is a learning approach that contains different types of education techniques and technologies. Blended learning has many advantages, which make it more popular among teachers and students. Some of these advantages can be listed as below:

15. By using combination of different education techniques and technologies, blended learning can improve students’ academic achievements. Blended learning can be applied to students with different learning styles and levels (Marsh, 2002). Blended learning allows cost savings and lowers general education expenses. Using various education techniques attracts more students’ attention to the course subject. By using combination of face to face education and other education techniques, students can be allowed to access to knowledge from anywhere until they meet face to face with teachers.

16. Flipped classroom According to Bishop and Verleger (2013) flipped classroom is a student-centred learning method consisting of two parts with interactive learning activities during lesson and individual teaching bases directly on computer out of lesson. Mull (2012) defined it as a model that provides students prepare themselves for the lesson by watching videos, listening podcasts and reading articles.

17. With its simplest definition flipped classroom approach is expressed as “what is done at school done at home, homework done at home completed in class” ( Sams & Bergmann, 2014). In this approach before the course the students watch theoretical part of lesson via multiple equipments such as online videos, presentations, learning management systems and take notes, prepare questions about the parts that they do not understand. During course they achieve supporting activities such as finding answers together to the questions they prepared before lesson, group working, problem solving, discussion and making an inference. Flipped classroom is an approach that transfers learning responsibility from teacher to the student.

18. Flipped classroom approach has four different elements. It is expressed that in order to achieve this approach, teachers have to take these four elements into consideration (FLN 2014). The properties of this approach which its English correspondence is “Flip” are explained like this by referring first letters:  F (“ F”lexible Environment): It indicates provision of time and place flexibity of learning.  L (“ L”earning Culture): In traditional teacher centered approach the source of knowledge is teacher. In flipped classroom approach there is transition from teacher centered approach to student centered approach.

19.  I (“ I”ntentional Content): Flipped classroom educators both think about how education is used to provide fluency and how they can develop cognitive understanding of students.  P (“ P”rofessional Educator): The responsibility of flipped classroom educators is more than the ones using traditional approach.

20. Flipped classroom educators continuously observe students during the course, evaluate their studies and make feedbacks. Flipped classroom approach is a system that provides increase interaction time between the teacher and the student, presentation of a condition in which students take their own learning responsibilities, transition of role of teacher into a guidance, blending of constructivist learning with teaching method, each student taking individual education, consistency of learning by repetition and preventing students to keep behind of class that cannot come to class for any reason.

21. Flipped classroom approach is not synonym with online videos, the important point is the interactive activities done during time when teacher and students are face to face. It is not using video instead of teacher. It is not working unsystematically of students. It is not students spending all course period in front of a computer. It is not a student studying alone.

22. Technology of the flipped classroom In order to apply flipped classroom model, it is not necessary to be a professional video producer, it is possible to use any source that explains the subject (PDFs, recorded sounds, websites). Flipped classroom educators are not needed to prepare their own videos instead they can search lecture videos from internet sites such as Khan Academy, YouTube or Ted, most of the educators and researchers prefer to prepare their own videos. Some equipments that are necessary to form and broadcast lecture videos, are presented below; Video forming equipments : Some of them are; Screen-Cast-O- Mattic , Camtasia PC, TechSmith Relay, Office Mix, Adobe Presenter.

23. Video Hosting : After forming the video, it should be placed online for access of students. Some of video sites are : YouTube, TeacherTube , Screencast.com, Acclaim, Google Drive. Video interaction Software : These are software that provide teachers to access some information such as which student watched which lecture video, how long he watched, how he answered the questions in the video. Some software that can be given as example are; EduCanon , EdPuzzle , Zaption , Office Mix, Verso, TechSmith Relay, Adobe Presenter, Google Apps for Ed Learning Management.

24. As created videos can be sent to video hosting site, they can be presented to access by using learning management system (LMS). LMS are not only broadcast videos, they can also provide interaction with students. Moodle, Sakai, Blackboard, VersoApp , Schoology, canvas, My Big Campus, Haiku Learning, Google Classroom can be given as examples for learning management systems (LMS).

25. The Role of Teacher The most important factor in flipped classroom approach is the role of the teacher. The roles of flipped classroom educators are presented below:  Creating learning condition based on questioning.  Instead of transferring knowledge directly, being a guide to make learning easy.  Making one to one interaction with students.  Correcting misunderstandings.

26.  Individualizing learning for each student  Using technological equipment suitable for learning condition  Creating interactive discussion conditions  Increasing participation of students  Sharing lecture videos as out of class activity  Providing feedback by using pedagogical strategies

27. The Role of Student in flipped classroom approach Student transforms from passive receiver of knowledge to active promoter of knowledge. In this approach the roles of students are expressed below:  Taking their own learning responsibilities  Watching lecture videos before the course and preparing for the course by using learning materials  Learning at his own learning speed  Making necessary interactions with his teacher and friends, taking and giving feedback  Participating discussions within class  Participating team working

28. Flipped classroom models In order to apply flipped classroom approach, there are different models. If the condition of class is taken into consideration in choosing these models, the results will be more effective. Traditional Flipped Classroom Model: Bergmann & Sams (2012) explained traditional flipped classroom model as “what is done at school done at home, homework done at home completed in class”. In traditional flipped classroom approach students come to class by watching the lecture video of previous night. The lesson starts with short questions and answers. If there are points in lecture that are not understood, they are explained comprehensively. In the rest of time, the teacher makes activities based on questioning and gives one to one support to students. In this kind of class structure, the lessons are always given as lecture video format out of course period and the teacher never teach lesson directly. Accordingly, students are given opportunity to learn by discussing.

29. Advantages There are many advantages of flipped classroom approach. The most important one is it increases the interactive period within the class. By means of lecture videos the teacher uses the time for the interaction between teacher and student rather than for teaching. Accordingly, the teacher can spare more time to fulfil the learning and emotional demands of students. In flipped classroom approach the students can find opportunity to discuss with their teachers which is not a possible situation in traditional approach. The most important benefit of flipped classroom approach is to support team working within class. Students can access lecture videos whenever and wherever they want, and it provides students to learn at their own speed. The students that are educated with this approach are encouraged to think both within and out of class. Flipped classroom approach provides students more time to make inventive research.

30. Limitations Despite all these positive sides, in literature there are negative opinions about the method. Students may be stubborn at the beginning and may come to class without preparation. Also, lecture attend asynchronous classroom interactions posting. It is hard to prepare good quality videos and it takes time. The teaching design models that are going to be applied during approach, are limited. The obstacles that prevent the usage of approach are expressed as students are lack of equipment such as smart phones, tablets or computers and having internet problems. The biggest disadvantage for teachers is not preparing or broadcasting lecture videos but preparing within class activities and integrating them to flipped classroom approach.