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Perceived media richness and performance outcomes:
Testing the effects of Channel Expansion Theory on distance learning
Sheena Williams
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OverviewIdentify issueIntroduce Channel Expansion TheoryApply CET to issuePresent hypothesis
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Distance LearningNational Center for Education
Statistics defines DL as:
“a formal educational process in which the instructor and the student are not in the same location….instruction might be synchronous or asynchronous” (Parsad & Lewis, 2008, para. 1).
Thus, technology has removed the restrictions of time and space
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StudentsWho benefits from distance learning courses?
Individuals with disabilitiesParentsFull-time employees Students in areas where transportation as an issueMilitary
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EnrollmentRobust increase in enrollment
6.9 million students in 2012 (Allen & Seaman, 2013)
77% of campuses offer online courses (AndersonAvouris,
Boyles, & Rainie, 2012)
70% of universities have DL as part of long-term strategy
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FtF vs. CMC
Can online education be as beneficial for students as classroom learning?
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Course DesignFundamental change from traditional
learningHeavily rely on communication (Hiltz, 1990; Schrum, 1995; Schrum &
Lamb, 1996)
One-on-one with faculty Group work with peers Discussion Boards
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DL Issue
High Attrition RatesPoor performance
(Owens, Hardcastel, & Richardson, 2009; Schrum, 1997; Sitzmann, Bell, & Bauer, 2010; Wiesenberg & Hutton, 1996)
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Performance Outcomes
The observed scores relating to the level of achievement that can be compared against a scale to determine a level of proficiency and/or comprehension
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Student PerformanceStudent perceptions of technology and its use
in communicating with faculty and peers Students struggle with….
technical issues understanding technology communication with faculty and other students course content and context
(Owens, Hardcastel, & Richardson, 2009; Schrum, 1997; Sitzmann, Bell, & Bauer, 2010; Wiesenberg & Hutton, 1996)
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Student PerformanceParticipation lower than expected (Wiesenburg & Hutton, 1996).
Students frequently felt isolated (Owens, Hardcastel, &
Richardson, 2009)
Technology alters communication (Lea & Spears, 1991)
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What to consider….
Technology alters a student’s ability
to effectively communicate
Participation and understanding of course material
Affect performance
outcome
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Channel Expansion TheoryCarlson & Zmud (1994)
Media richness depends on a user’s perception of the medium
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CET RootsMedia Richness Theory (Daft & Lengel, 1986)
Uncertainty
Equivocality
Media Richness
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Media RichnessImportant in creating a shared understanding
in communicationAbility to encode and decode
Avoid misunderstandings/unclear messages
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CET & Media RichnessNot dependant on channel’s characteristics
but the user’s perception of the channel in reducing equivocality and uncertainty
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Perceived Richness
an individual’s self-reported appraisal of the ability of a medium to overcome uncertainty and equivocality
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Effective Communication“communication effectiveness and richness
perceptions are strongly bounded by a channel user’s communication experiences” (Carlson & Zmud, 1999)
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Perceptions of richnessBased on prior knowledge-building
experience with:Medium PartnerTopicContext
More Experience
Richer/more effective media
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CET and Media RichnessChannel
Partner
Topic
Context
Leaner
Richer
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CET and Media RichnessMedia richness is:
FluidSubjectiveLinear and developing across time.
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Channel SelectionAs you gain experience you are able to select
which channel will fit your needs
ExperiencePerceived Richness
Effective Communicat
ion
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CET AppliedVarious mediaDiverse situationsCET applied to educational context (Fernandez, Simo, Sallan, &
Enache, 2013)
Different individuals showed different overall levels of perceived media richness Experience with the channel and with the partner
significantly relate to the perception of the online forum’s richness
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Hypothesis
The richer a student perceives a channel to be, the greater their performance outcome will be in a distance learning course using that channel.
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ReferencesAllen, I. E. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. New York, NY: The Sloan
Consortium. Retrieved from http://sloanconsortium.org/Anderson, J.Q., Boyles, J.L., & Rainie, L. (2012). The future impact of the Internet on higher education: Experts expect more-efficient
collaborative environments and new grading schemes; they worry about massive online courses, the shift away from on-campus life. Washington, D.C.: Pew Research Center, Pew Internet & American Life Project. Retrieved from http://www.pewinternet.org
Burgoon, J. K., Bonito, J. A., Ramirez, A., Jr., Dunbar, N. E., Kam, K., & Fischer, J. (2002). Testing the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal modalities in interpersonal interaction. Journal of Communication, 52, 657-677. doi:10.1111/j.1460-2466.2002.tb02567.x
Carlson, J. R., & Zmud, R. W. (1999). Channel expansion theory and the experiential nature of media richness perceptions. Academy of Management Journal, 42, 153-170.doi:10.2307/257090
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32, 554–571. doi:10.1287/mnsc.32.5.554
Fernandez, V., Simo, P., Sallan, J. M., & Enache, M. (2013). Evolution of online discussion forum richness according to channel expansion theory: A longitudinal panel data analysis. Computers & Education, 62, 32-40. doi:10.1016/j.compedu.2012.10.020
Parsad, B. & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006-07. (NCES 2009044). Washington D.C.: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov
Ngwenyama, Ojelanki K., & Lee, Allen S. (1997). Communication richness in electronic mail: Critical social theory and the contextuality of meaning. MIS Quarterly, 21, 145-167. doi:10.2307/249417
Owens, J., Hardcastel, L., & Richardson, B. (2009). Learning from a distance: The experience of remote students. Journal of Distance Education, 23, 57–74. Retrieved from http://www.jofde.ca/
Rozell, E. J., & Gardner, W. L. (2000). Cognitive, motivation, and affective processes associated with computer-related performance: A path analysis. Computers in Human Behavior, 16, 199-222. doi:10.1016/S0747-5632(99)00054-0
Schrum, L. (1998). On-line education: A study of emerging pedagogy. New Directions for Adult & Continuing Education, 78, 53-61. doi:10.1002/ace.7806
Schrum, L. (1995). Educators and the Internet: A case study of professional development. Computers & Education, 24, 221-228. doi: 10.1016/0360-1315(95)00012-B
Schrum, L., & Lamb, T. A. (1996). Groupware for collaborative learning: A research perspective on processes, opportunities, and obstacles. Journal of Universal Computer Science, 2, 717–731. Retrieved from http://www.jucs.org/
Sitzmann, T., Ely, K., Bell, B. S., & Bauer, K. N. (2010). The effects of technical difficulties on learning and attrition during online training. Journal of Experimental Psychology: Applied, 16, 281-292. doi:10.1037/a0019968