The materials used in this experiment consisted of a LAN⁹, software capable of facilitating synchronous and asynchronous, text-based communication between subjects, software tools for the manipulation and analysis of text, a pre-task questionnaire, a post-task questionnaire, and a nursing case study.

The LAN was set up in a special nursing lab with partitions separating each of the microcomputer workstations. QNX¹⁰ was the network operating system with full multitasking and distributed processing features. The ICON¹¹ workstations offered a graphical interface including windows, pick-areas, and a tracker/cursor that responds to the user through manipulation of a trackball.

A customized version of the CSILE@Cite(ScardamaliaM88c) software being developed at the Center for Applied Cognitive Science at OISE was implemented on the LAN for the purposes of this study. CSILE is a multiuser database of notes that are developed and shared by all users who have appropriate access status. This basic, asynchronous, cumulative, store and forward message feature of CSILE makes it similar in function to computer conferencing software. The customization included stripping away some features and adding others, but the primary interface with at least two windows, one for reading and one for writing messages, was retained. (see Figure @Ref(figscreen1)).

Figure 3-1: CSILE Primary Interface

The synchronous communication utility, or PHONE¹³ utility, was added. It @CiteMark(McLeanRS85a) @CiteMark(McLeanRS86a) @CiteMark(McLeanRS86b) permits subjects to use the main CSILE edit window for character by character real-time text exchange.

The transcripts of the synchronous communication, and the asynchronous messages stored in the database served as the primary sources of data for this study.

A pre-task questionnaire was used to obtain data on past keyboarding or computer experience, and differences in pre-nursing education (see Appendix @Ref(apppretask)). It is called a "pre-task" questionnaire, simply indicating that it is completed before the task, not that it is a pre-test instrument. Similarly, the post-task questionnaire (see Appendix @Ref(appposttask)), designed to elicit general perceptions about the experience, was completed after the computer communication activity. As an additional means of gathering information about perceptions, the subjects were interviewed after completing the task (see the interview schedule in Appendix @Ref).

The nursing case study (see Appendix @Ref(appnurscase)) is drawn from a pool of such studies maintained by the subjects' nursing instructor for practice and examination purposes. The subjects already had experience with similar materials in their nursing program.

The communication software, the questionnaires, and the individual instructions were pilot tested at the Ontario Institute for Studies in Education (OISE). Four nurses doing their graduate work at OISE participated in a run-through of the procedures and thereby produced some initial transcripts for preliminary review.

The main study coincided with the introduction of nursing process and nursing diagnosis in the first year curriculum. A presentation was made to the students during one of their regular classes. The potential subjects were given information about the purpose of the research and what they could expect if they decided to participate. All students received a brief set of reading materials relating to nursing education and computers. They were advised that participation was completely voluntary, and that they could change their minds and decide not to continue at any time during the study. Further, they were informed that none of their instructors or administrators would have access to information about who participated and who did not, and that all collected data would be confidential.

Students who volunteered were randomly assigned to either the synchronous or the asynchronous group. Those in the synchronous group were asked to attend one 2-hour session, and those in the asynchronous group were asked to attend once per day for 4 days with each session lasting 1/2 hour. These times were not critical, and reasonable allowance was made in order to coordinate all activities. The computer network and communication software allowed more than one pair to participate simultaneously, so the specific scheduling was somewhat flexible.

On arrival, all subjects were provided with a package of materials relating to their participation in this project. Items in the package included: a consent form, a copy of the nursing case to be discussed, and the pre-task questionnaire. Subjects first signed the consent form (see Appendix @Ref(appcnsnt)) and completed the questionnaire within about 3 minutes. After that the subjects were given 5 minutes of hands-on, individualized instruction on how to use the system for their discussions through messages.

Since the main focus of the research is on the content of the communications, the subjects were permitted to seek out as much assistance as they needed concerning the operation of the computer or the interface. Guidance was provided with respect to problems of how to get their words into the system, but not which words to use. Also, the subjects were told that there was no success or failure in the task. Rather, it was a situation where they could practice what they had learned through discussion with their partner.

To achieve a degree of anonymity, all participants were assigned pen names for use on the system. They were asked not to attempt to reveal their identities to one another through their messages; they were alerted to the fact that the computer keeps a record of all exchanges. All subjects were asked not to discuss the case with their fellow students outside of the project. Members of the asynchronous group, especially, were asked not to discuss the case with their partner should they discover their real identity over the 4 day period of their participation.

This level of anonymity was introduced only to help keep all productive and cognitive activity online via the computer. Participants were advised that it was no major calamity if they did find out who they were in discussion with, but that the point of the research was to discuss the case online and not elsewhere.

At the end of the synchronous sessions the subjects were given a short post-task questionnaire to complete. Members of the asynchronous group were given the post-task questionnaire at the end of their last session.

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