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Online Learning News and Research
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Monday, August 23, 2004
Effects of Peer Interaction Facilitated by Computer-mediated Conferencing on Learning Outcomes - Deb LaPointe, DEC
Moore called peer interaction “a challenge to our thinking and practice in the 1990s.” Garrison predicted that CMC could be the defining technology of the post-industrial age of distance education. Today a major challenge still facing educators is using CMC to create a critical community of inquiry--the promise of CMC. CMC is a complex phenomenon and it is time to test predictive models that may shape theory and practice and ensure effective learning outcomes. Our pervasive adoption of CMC in higher education has far outpaced our understanding of the nature of CMC and, accordingly, how this medium should best be used to promote higher-order learning (Garrison, Anderson, and Archer, 2001; Zhang, 1998; Jiang and Ting, 2000). In 1994, Moore called peer interaction “a challenge to our thinking and practice in the 1990s.” In 2000, Garrison predicted that asynchronous, collaborative learning facilitated through CMC could be the defining technology of the post-industrial age of distance education. In 2001, Garrison, Anderson, and Archer (2001) wrote that a major challenge still facing educators is using CMC to create a critical community of inquiry, the hallmark of higher education and the promise of CMC.
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