Computer‐mediated communication in online and conventional classrooms: some implications for instructional design and professional development programmes

Abstract

There is growing support for computer‐mediated communication (CMC) both as an integral part of online courses and as an extension of conventional classroom situations. University faculty are discovering that discussions about implementing interactive technologies in their courses serve as a catalyst for improving teaching and learning processes generally. This paper serves three purposes: first, to review the case for constructivist learning communities; second, to present two case‐study experiences in using CMC to support constructivist learning both in an online reading and writing course and as an extension of a face‐to‐face communication training and development course; and third, to consider factors related to CMC, positive and negative, that can influence instructional design and professional development programmes for faculty in higher education.