A Study of Studies: Cyberspace Communications

Introduction Communication is defined as the transmission of information, the transmission of understanding, and the use of common symbols. Most people readily see the role of the first component in communication–transmission of information. Some people include the second component–transmission of understanding. However, most people fail to fully grasp the significance in the idea of a common set of symbols by which to transmit information and understanding. The symbols used to encode messages must be symbols that are selected from an area common to the frames of reference of the two communicators. Encoding a message using symbols outside the frame of reference of a receiver prevents the transmission of understanding, at the least, and usually prevents the transmission of information at all. Communicating in cyberspace is causing concerns in education. As educators are integrating the computer into their pedagogical processes, studies are being conducted to assist in the improvement of educator cyberspace communications. Five studies regarding cyberspace communications are used in this study of studies to determine two questions that should be addressed with cyberspace communications in schools. Studies The first study conducted by Shih (09/06/00) was to determine how students with different learning styles learned in web-based courses and to determine what factors influenced their learning. There were three objectives of this study: (a) the demographic characteristics of the students in relation to learning styles; (b) how students’ motivation, learning strategies, and achievements differed by their learning styles; and (c) relationships among student learning styles, motivation, learning strategies, demographics, and achievement. The population for this study consisted of 99 students taking two Web-based courses. The students were requested to respond to a Likert Scale questionnaire that was written in HTML (Hyper Text Markup Language) and posted on the web. The researchers recommended that educators establish clear expectations for assignments and tests. There appears to be a big problem with communication by the instructors; they do not give clear expectations of assignments and tests. This lack of communication may be one of the biggest problems with Web-based learning. The second study (Gan, 1999) was conducted with secondary at-risk students in Malaysia to see the effects of cooperative learning centered on Internet Activities. The research method commenced with the at-risk students undergoing CD-ROM and Internet training. They were then made group leaders. Their tasks were trifold: consultations with their educators regarding what materials to look for, researching the materials with their group mates, and training their group mates in CD-ROM and Internet usage. Each group of students consisted of one at-risk student (expert); one high achieving student proficient in English (language consultant); and two or three average students who played the roles of the artist, typist, or editor. The students used the computer to format and compile the materials outside of class time. Each of the ten groups worked on approximately two projects per month. Improvement was seen in their self-confidence as evidenced by their readiness in communicating with their teachers and classmates and their participation in classroom discussions and presentations. At-risk student performances resulted in improved self-confidence and communication skills. The third study conducted by Fishman (08/30/00) was a year-long study that dealt with High School students who were participating in the CoVis Project. The CoVis Project, Learning Through Collaborative Visualization Project, works with teachers in the United States to integrate computer-mediated communications (CMC) into the classroom.