Communication and Collaboration in the Online Classroom: Examples and Applications / Edition 1

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Overview

This book provides readers with a comprehensive understanding of the human communication issues that must be addressed in higher education as interactive technologies evolve and continue to impact instructional design and practice. Drawing from a wide range of disciplines, the contributors describe and analyze their experiences in collaboration and in using interactive technologies. The multidisciplinary approach of this book is valuable to anyone interested in pedagogical applications of interactive technologies across disciplines and institutions."—P.4 of cover. This book provides readers with a comprehensive understanding of the human communication issues that must be addressed in higher education as interactive technologies evolve and continue to impact instructional design and practice. Written for faculty, administrators, graduate students, and scholars in higher education, it is a useful guide for anyone with a particular interest in communication and collaborative learning via interactive technologies.

"This book provides readers with a comprehensive understanding of the human communication issues that must be addressed in higher education as interactive technologies evolve and continue to impact instructional design and practice. Drawing from a wide range of disciplines, the contributors describe and analyze their experiences in collaboration and in using interactive technologies. The multidisciplinary approach of this book is valuable to anyone interested in pedagogical applications of interactive technologies across disciplines and institutions."--P.4 of cover.

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Editorial Reviews

From the Publisher
"Provides readers with a comprehensive understanding of the humancommunication issues that continue to evolve and impact highereducation at an ever-increasing rate." (AAHE Bulletin, July2003)

Communication is fundamental to any teaching endeavor. Ideally,collaboration joins effective communication to create effectivelearning environments. This is true whether the learning space isbrick and mortar or virtual. Patricia Comeaux, et.al., suggest that in order to achieve the benefits thattechnology can offer for teaching and learning, we need tounderstand the communication issues that technology surfaces inhuman interaction. This compilation of experiences with technologyin teaching and learning has, as a focus, communication andcollaboration. Collaboration is one area of interaction wherecommunication and technology issues intersect the preparation toteach, the act of teaching and the evaluation of teaching andlearning effectiveness. It is in these areas that the authorsdescribe their experiences in the context of communicationtheories.
The authors share challenges, benefits and lessons learned fromdeveloping programs, creating and teaching courses, and teaching asvisiting faculty. The purpose is to provide faculty, graduatestudents, administrators, and scholars in higher education withreal experiences across disciplines. One of the strengths of thebook is the wide span of experience and disciplines that have cometogether to share their stories and analysis of thoseexperiences.
Comeaux begins the text with a brief review of the literaturerelevant to communication, education, instructional technology, anddistance education related to communication and collaboration viainteractive technology. The contributing authors responded to thefollowing question in each chapter: "how have interactivetechnologies affected teaching and learning in institutions ofhigher education?" Dividing the chapters into three sections,authors first address program development. Case studies offerinsights gained from collaborating within departments and with keystakeholders in the community. Issues such as managing detractors,facilitating effective project management, and creating dialoguesaround teaching and learning are explored.
The second section focuses on collaboration in course design andteaching as visiting faculty in online courses. Benefits ofcollaboration as visiting faculty are described and demonstrate thevalue of interactive technologies in enhancing the learningenvironment through opportunities like providing content andexperiences that the primary course faculty do not have access to.Collaboration in preparing for course content and teachingstrategies is seen as paying big dividends even though navigationand negotiation via unfamiliar or, sometimes, unavailabletechnology was problematic.
Lastly, the third section deals with the development of learningcommunities. In a sense, the last section brings together theessence of communication and collaboration as faculty worked tocreate cohesive learning communities using interactivetechnologies. Practical issues like sizes of groups, availabilityof resources, and time management are explored. Interestingly,these are the same fundamental issues in face-to-face environments.Effective teamwork aimed at a common objective seemed to createsimilar challenges for this set of faculty. The lessons learned inthis section provide a rich source of areas to focus on proactivelyby anyone attempting to create online learning communities.
In the final chapter, Comeaux argues that the authors supported andextended the themes identified in the Introduction; dialogues aboutteaching and learning with interactive technologies are increasingand being supported by key stakeholders in the teaching-learningcommunity; teaching is "a complex communicative process";collaborative learning occurs in both traditional and onlineclassrooms; and collaborative learning is a viable approach ininteractive environments. She notes that as we gain experiences inonline or virtual environments our language will better reflect thekey foci for understanding teaching and learning and that it will,in all likelihood, not be on the particular space where instructionoccurs. Rather, the focus will be, as this book has demonstrated,on communication and collaboration between all of the players inthe teaching-learning environment.
This book adds to our understanding of teaching via interactivetechnologies by providing faculty experiences that they haveanalyzed for risks and benefits in developing, providing andevaluating teaching via interactive technologies. For facultydevelopers, the cases can provide starting points for faculty orgroups of faculty and administrators interested in usinginteractive technologies. For those interested in the use ofinteractive technologies framed within the context of communicationand collaboration, the cases and faculty experiences provide ameans of surfacing, exploring, validating their assumptions andexperiences in online environments.
I found the book to be an interesting read. Practically speaking,the case studies are relatively short and organized in a way thatit was easy to follow the case description and subsequent analysis.The breadth of faculty experience and expertise provided a roundedview of some of the challenges that faculty face at different timesin their own growth and development as teachers.
I would recommend the book to faculty, administrators and facultydevelopers as a useful starting place for exploring how they usethe notions of communication and collaboration in their classrooms.(UNC's Effective Teaching web site, September 2002)

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Product Details

  • ISBN-13: 9781882982509
  • Publisher: Wiley
  • Publication date: 5/28/2002
  • Series: JB - Anker Series , #26
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 281
  • Sales rank: 1,122,011
  • Product dimensions: 6.00 (w) x 9.10 (h) x 0.90 (d)

Meet the Author

Patricia Comeaux is a professor of Communication Studies at the University of North Carolina-Wilmington. Early in her university teaching career, she discovered the value of an interdisciplinary approach to teaching and research when she designed and developed a communication across the curriculum program at Illinois Wesleyan University. Since then, her teaching and research interests have been in observing and examining communication and learning in institutions of higher education. Since the 1990s, her research has focused on the qualitative assessment (observation and examination) of the interpersonal nuances involved with communication and learning in distant education settings. She has served as an outside project evaluator for a number of distance education-funded projects. In addition, she has published numerous articles on topic of collaborative learning in higher education and the impact of interactive technologies on communication and learning.

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Table of Contents

About the Editor.

About the Contributors.

Foreword.

Preface.

Acknowledgments.

Introduction: Collaboration, Communication, Teaching, andLearning: A Theoretical Foundation and Frame (Patricia Comeaux,University of North Carolina, Wilmington).

SECTION I: PROGRAM DEVELOPMENT FOR DISTANCEEDUCATION.

1 Developing an MBA Online Degree Program: Expanding Knowledgeand Skills Via Technology-Mediated Learning Communities (RichardG. Milter, Ohio University).

2 Collaborative Instructional Design for an Internet-BasedGraduate Degree Program (Mary Anne Nixon and Beth RodgersLeftwich, Western Carolina University).

3 Degrees and Programs by Distance Education: Defining Need andFinding Support Through Collaboration (Frank Fuller, RonaldMcBride, and Robert Gillan, Northwestern State University).

4 Beyond Demographics, Content, and Technology: The Impact ofCulture on the Design and Implementation of a Distance EducationProgram (Richard Olsen, University of North Carolina,Wilmington; Robert Schihl, Regent University).

SECTION II: PROFESSIONAL COLLABORATIVE ENDEAVORS: TEACHINGACROSS THE DISTANCE.

5 Virtual Visiting Professors: Communicative, Pedagogical, andTechnological Collaboration (Scott A. Chadwick, Iowa StateUniversity; Tracy Callaway Russo, University of Kansas).

6 Intrapersonal Communication, Interpersonal Communication, andComputer-Mediated Communication: A Synergetic Collaboration(Leonard J. Shedletsky, University of Southern Maine; Joan E.Aitken, University of Missouri, Kansas City).

7 Collaborating on the Instructional Design and Implementationof an Environmental Education Course: The Real ChallengesofCollaboration (Richard Huber, University of North Carolina,Wilmington).

8 Pedagogy and Process: Linking Two Diversity and CommunicationCourses Through Interactive Television (Deborah Brunson,University of North Carolina, Wilmington; Nina-Jo Moore,Appalachian State University).

9 Camera Presentation Perspectives and Techniques in anInteractive Audio/Video Instructional Environment: A RhetoricalPerspective (Frank P. Trimble, University of North Carolina,Wilmington).

SECTION III: CREATING ONLINE LEARNING COMMUNITIES: A FOCUS ONCOMMUNICATION AND STUDENT-CENTERED LEARNING IN THE VIRTUALCLASSROOM.

10 Planet Xeno: Creating a Collaborative Computer-MediatedCommunication Culture (Mary E. Wildner-Bassett, University ofArizona).

11 Designing and Implementing an Interactive Online LearningEnvironment (Mahnaz Moallem, University of North Carolina,Wilmington).

12 Communicating: The key to Success in an Online Writing andReading Course (Ele Byington, University of North Carolina,Wilmington).

13 Fostering Intellectual Development in a Learning Community:Using an Electronic Bulletin Board (Mary Bozik and Karen Tracey,University of Northern Iowa).

14 Building a Communications Learning Community (PatriciaWorrall and Brian Kline, Gainesville College).

Conclusion: Teaching and Learning with Interactive Technologies:What Have We Learned and Where Are We Going? (Patricia Comeaux,University of North Carolina, Wilmington).

Bibliography.

Index.

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