Computer Conferencing Complements College Classes
Glenn F. Cartwright
Department of Educational and Counselling Psychology
McGill University
A paper presented at the annual MUSIC Users' Group Conference
June 4, 1996
Abstract
Evidence suggests that computer conferences can be used to support classroom
instruction and to bring to the instructional process a heretofore untapped
level of communication. However, computer conferences also raise a number
of ethical issues which must be decided by the instructor in advance. Examples
of these are given and alternative suggestions for using computer conferences
in instructional settings are discussed.
The Computer Course Conference - What is it?
The computer course conference makes use of the MUSIC Conference facility
(see MUSIC/SP Mail and Conferencing Guide). Conferencing is similar to
e-mail in that one posts a message which goes to all conferees. Each conferee
may then respond to everyone, all entries are time and date stamped, and
are cumulative. One can review past entries and add one's contribution.
Each conference can have their own initiation and/or closing dates.
An Example of a Conference Topic List
The following example of a conference topic list is taken from the AWARE96
conference which was a requirement of a McGill Graduate course (416-650)
Consciousness, Virtual Reality and Cyberspace in Education.
AWARE96: The Consciousness/ VR Conference
ALTERED: Altered States: How do we define them?
AMNESIA: Ever had it? What was it like?
BUCKE: Discussion on Bucke's Cosmic Consciousness
EXTROPIANS: Do they have a handle on the future?
HYPNOSIS: Thoughts on hypnosis and/or the hypnosis class
LUCID: Lucid or Directed Dreaming
MUDs: Multi-User Dungeons
MUSINGS: Random thoughts/ideas that don't fit elsewhere
NEURO: Thoughts on Gibson's Neuromancer
ORACLE: Questions answered/help from anyone in the class
SPLIT: Thoughts on split-brain phenomenon
SURVIVAL: Can consciousness survive brain death?
TOPICS: Other topics we might discuss
WWW: World-Wide Web sites/topics found
OSMOS: Discussion of SoftImage Visit and program OSMOS
SUMMARY: Summing up our thoughts on Consciousness/VR
The MUSIC Conference facility allows participants to be designated Viewers,
Appenders, or Creators. This is a hierarchical list such that a Creator
is able to create topics as well as view and append to them. Appenders
cannot create topics but can view and append to them. Viewers may only
read the proceedings and may not add their own comments. In the above example,
only the professor was designated a Creator but participants were invited
to suggest any topics they would like to see added. Small graduate courses
might do well to accord everyone Creator privileges to allow the addition
of topics at will and explore where the process leads.
Towards the end of the conference new strands are added to encourage
summing up and evaluation of the conference. In this way, the conference
comes to a "normal" conclusion and recommendations and final thoughts can
be made.
After the conference closes, the entire proceedings are printed out
and copies given to each participant. Students like this! For once they
receive something tangible other than course handouts to take away - a
"published" document to which they contributed. The conference proceedings
serve as a record of their participation as well as a keepsake. As more
and more conference proceedings are published on the World-Wide Web and
participants become aware that their contributions will be widely distributed
and read, the likelihood of better student production is increased.
Instructor Guidelines
1. Each conference should have a specified date.
This should be announced well in advance of the conference to give participants
a change to organize their thoughts, to sum up, or to made conclusions
or recommendations in a special Summary conference strand. Course evaluations
(though not anonymous) might also be handled in this way.
2. Some guidelines in conference use are necessary.
Participants should be advised to participate early, and often, and to
make their entries short. This enables Appenders to keep clearly in their
minds points to which they wish to respond later.
3. Advise students in advance if their comments will be read by others.
Tell them if the material will be published, and in what form. Knowing
where one's comments may end up may help keep the discussion serious.
4. Insist on the usual "netiquette".
Productive interaction is enhanced when rules of behavior are followed
("no flames please") with respect to politeness, foul language, and the
like. This is of even greater importance where conferences are recorded
and/or archived for posterity.
5. Warn participants against posting personal information they do not wish
publicized.
Sometimes, in the process of personal discovery, students often get "carried
away" revealing personal details, either not realizing or not remembering
that the conference constitutes a permanent record which may eventually
be published and distributed.
6. Choose evaluation schemes which motivate conference participation.
A minimum amount of participation must be required (e.g. at least one participation
per week), and that it be graded on a pass/fail basis. Awarding marks rather
than pass/fail encourages excess verbiage without accompanying quality.
Conference Characteristics
During our experience with conferencing, the following characteristics
have emerged.
1. A new level of academic communication.
Conferencing appears to tap a new level of communication. This level of
communication, recognizable by its appearance, is at a level above normal
class discussion, and somewhat below more formal writing in courses (term
papers, assignments). The communication appears academic and professional
in that it is guided by a topic and is moderated to an extent (or perceived
to be moderated) by the instructor, but like informal communication can
still get off topic.
2. Parallel communication.
The communication which is carried on often appears to be parallel to that
which is carried on in class. It is not unusual to have communication being
carried on at the conference level which never surfaces consciously in
class discussions and vice versa.
3. Personal disclosure.
Many students use the conference to reveal personal information about themselves.
For reasons as yet unknown, computer conferences appear to facilitate (or
encourage) this kind of disclosure. The phenomenon must be treated carefully
and ethically.
4. Personal discovery.
Perhaps one reason for personal disclosure may be that for some students
the conference facility provides the vehicle for a voyage of self-discovery
-- one for which they may have been searching for a long time. If so, this
might explain why some students "bare their souls" in a manner that would
be inappropriate in other instructional (e.g. classroom settings. While
personal discovery can be beneficial, indeed even therapeutic, bother instructor
and participants must realize that this is probably not the main reason
for the conference and that self-revelation carries with it public risks.
5. Opportunities for closure.
Computer conferencing provides remarkable opportunities for closure. First,
each student can summarize his or her thoughts about every one of the topics
of the conference. Second, it provides the opportunity to evaluate the
conference itself. Third, it allows evaluation of the course itself. Finally,
it permits participants to bring closure to their own relationships, fostered
and developed during the course.
6. Formative Evaluation.
One of the topics of the course conference can be an ongoing formative
course evaluation where students report their concerns, their likes and
dislikes throughout the course. This has the potential for strengthening
communication between instructor and students, and eases the remedy of
chronic problems building up. Discussions then center on what was done
in class, study skills, complaints, etc.
7. Summative Evaluation.
Summative Course Evaluation Conferences are a possibility where a topic
is devoted to a discussion of lectures, assignments, etc. It is not currently
possible for participants to participate in this anonymously since the
name of the participant appears at the top of each entry. However, the
question of anonymity in course evaluations itself is suspect, it not being
certain that more truthful opinions are derived from anonymity. Participants
should be encouraged to take responsibility for their opinions.
8. Ideal class size.
Every course conference has an optimal size. Obviously one cannot have
a conference of 1 person, a conference of 2 is more akin to e-mail, and
3-5 is probably still short of critical mass. The ideal conference size
appears to be in the 6 to 20 range assuming twice a week participation
over at least a six week period.
9. Large classes.
Larger sized conferences are possible, however, using conference strands.
In this form, participants choose or are assigned to one or more conference
strands and participate only on those topics. This spreads a large number
of participants over a wide range of topics and approximates having a large
number of simultaneous small conferences without cross participation.
10. Magnifying student attributes.
Any new technology implemented into college courses changes traditional
roles and relationships. Once effect of computer conferencing is to magnify
the effect of student participation. This can be either good or bad. Through
this magnification, a normally quiet student may be able to stimulate and
motivate fellow students. On the other hand, a magnified malevolent personality
can do serious damage to class functioning. Take for example course auditors.
Normally, course auditors pose few problems - they are quiet, they simply
audit, and they represent a small proportion of the class. But the nature
of computer conferencing technology allows auditors to upset class balance,
especially in small classes. Auditors "experience" the course in a completely
different way than usual course participants. Because their goal structures
are different - they often do not read texts, do assignments, or write
exams - their effect can be disruptive. With no other class responsibilities,
they may devote an inordinate time to the course conference, monopolizing
or usurping communication, and far surpassing the regular students' participation.
Since instructors need to determine an adequate level of class activity,
they must be wary of including obvious performance outliers or of judging
individuals against auditors' participation. On the other hand, they can
enrich participation by having more time to participate, by being free
to enunciate their opinions without fear of grading, losing marks etc.
While it is possible for auditors to enrich the conference, their participation
is more often disruptive because of their different goal structure.
Conference Management Check List
How is adequate participation ensured?
How should participation be evaluated? Quantity? Quality?
Does the conference have a start date and an end date clearly specified?
Should others be allowed to read the conference?
Should others be allowed to participate in the conference?
Should course auditors be allowed on the conference?
What role should the instructor play? Moderator, editor, participant?
All three?
Should the final proceedings be edited? By whom?
Have conferees been advised in advance of the final disposition of the
conference proceedings (who will read them, how will they be published,
circulated, etc.)?
Should conference proceedings be distributed beyond class? Published
on the Web? If so, were students advised in advance?
Conclusion
Class computer conferences tap a different level of academic communication,
previously untouched. They enrich the class experience, create cohesion,
improve communication and understanding, and allow for a kind of experiential
learning that was heretofore impossible. Computer conferences also raise
ethical issues which must be dealt with sensitively by instructors before
the conference begins.
This page last updated August 15, 1996.