Computer-mediated communication, cooperative learning, and nursing education are the main themes providing an orientation for this thesis. Human communication is integral to all three.
The study of human communication encompasses a broad range of perspectives, methods, contexts, and problem foci. The orientation of any particular study can be influenced by theory, practice, and methodology drawn from such diverse fields as electronics, and social psychology. For example, theoretical considerations of electronic signal transmission led to a mathematical model of communication@Cite(ShannonCE49a), whereas the study of communication among members of a small group is the primary concern of researchers in social psychology. Conversely, there are few disciplines that are so highly integrated with other social disciplines as communication research.
In education, the verbal communication occurring in peer discussions is the key feature of cooperative learning strategies. Both cognitive and socio-emotional components can be found in these interactions. A growing body of research is focussing on links between verbal interaction and the process of learning in cooperative groups. That research is finding support in theories of the social construction of knowledge@Cite(VygotskyL78a, NijhofW85a, BayerAS89a, KingA90a) where the role and importance of interpersonal cognitive facilitation appears to be a developing theme. Because peer interaction in cooperative learning activities is naturally synchronous in face-to-face mode, the issue of synchronicity in verbal communication has only come about since computers have assumed a role in mediating cooperative interaction among learners.
Previous research concerning spoken and written communication may involve similar phenomena, but the parameters by which they have been assessed are quite different. Portnoy (1973), for example, compared oral and written behaviour and found differences in the comprehensibility of @CiteMark(PortnoyS73a) messages. Also, the locus of meaning in language, as in speaker's meaning versus sentence meaning, has been partitioned relative to utterance (ordinary oral conversational language) and text (autonomous written prose) respectively@Cite(OlsonDR77a ", p. 272"). Synchronicity effects on interpersonal cognitive facilitation, however, have not been specifically addressed.
In the realm of educational computer-mediated communication, there are many studies that cover issues of social psychology and deal with socio-emotional factors, but nothing that addresses the cognitive foundations needed to help establish a theoretical and practical model for computer supported cooperative learning (CSCL). A variety of research efforts and numerous descriptive, or anecdotal reports appear in the literature. Some address issues relating to the use of computer conferencing (CC)@Cite(HarasimLM89a, HiltzSR90a, MasonR90b, PhillipsGM88a) in asynchronous mode. Others report on the application of synchronous communication via local area networks in the classroom@Cite(FosterRS91a, OKellyPJ91a, PeytonJK89a, WiltonJA88a).
For the most part, studies of educational CMC focus on course delivery, group process, student participation, access, and writing instruction. They outline advantages and disadvantages relating to both the use of CMC, as well as the quality and features of the software that supports it. Often, however, recommendations do not take into consideration alternative modes of CMC or the integration of other media. Suggestions are made primarily in terms of the medium and mode that is familiar. Steinfield (1986) notes, "... although nearly all researchers begin with some reference to the unique attributes of CMC, few pay close attention to design features, particularly those that differ from system to system. The trend toward defining and measuring interactivity as a variable is a promising movement in this direction" (p. 190). @CiteMark(SteinfieldCW86a)
Those involved with computer conferencing seem particularly resistant to the notion of an important role for synchronous CMC. This is not surprising in view of the fact that the features and capabilities provided by computer conferencing software have not changed significantly over the past 10 years, and appropriate synchronous capabilities have not been readily available. Another reason for lack of attention to the potential of synchronous CMC is that the asynchronous nature of computer conferencing is regarded as one of its most valued attributes in terms of intellectual activity. Levinson (1988) @CiteMark(LevinsonP88a)notes, " `Asynchronous' or nonimmediate communication ... may produce exchanges of richer intellectual quality than those resulting from immediate face-to-face dialogue" (p. 115).
In an online seminar, Turoff (1989c) took the extreme position and challenged the participants to produce examples to counter his proposition, "that there is no human group problem solving activity that would not be better served by asynchronous communications ..."(conference note C1295 CC4). Further, he stated that, "... a pure synchronous system is worthless as far as I am concerned"(conference note C1295 CC16). @CiteMark(TuroffM89c)
Obviously, then, an important debate exists. Synchronous interaction may be a critical feature of peer interaction and an important component in the developing theories of the social construction of knowledge as they pertain to cooperative learning. Asynchronous interaction, on the other hand, may improve group problem solving and lead to richer intellectual quality in the communications.
In terms of the practical application of CMC in education, curriculum specialists, instructional designers, educational technologists and teachers are faced with the problem of determining when and where to incorporate asynchronous or synchronous modes of interaction in various learning activities. Courses are being offered via computer conferencing, students are engaging in interactive writing projects via computer networks, but systematic, theory-driven research is not yet available to help guide these activities.
In the context of these issues and problems, this thesis represents an effort to further our understanding of cognitive and cooperative activities occurring in peer interaction mediated by computer.
More specifically, the education of nurses is a particularly appropriate focus for this study. The nursing profession needs innovative educational technology to help meet its requirements for the upgrading of professional knowledge and training standards among a geographically dispersed population of nurses. Further, group work is a common activity in nursing education. As such, the role of computer supported cooperative learning (CSCL) in both of these contexts is an important consideration. Understandably, then, the media and the modes of interaction used in any CSCL environment should be reviewed carefully in light of research evidence that reveals their respective characteristics and potential applications to nursing education.
