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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 2 In a variety of ways, technology is increasingly being incorporated into instructional communication. Consequently, new learning environments are able to take shape. One such example is when students and instructors create a new learning environment by introducing computers into a class structure. As this sort of use of computers prevails in our daily life, more researchers are investigating the role and impact of computer mediated communication on educational communication. Fishman (1999) points out that research on computer mediated communication tends to employ highly controlled experimental methods. This suggests that although numerous scholars have now studied the use of the computer as an instructional tool, the way in which computer mediated communication is used in “real life” needs further examination. Fishman also argues that in the case of authentic educational settings, the research has focused primarily on the teacher’s use of particular tools, most often email, rather than on the student’s use of the tools. This paper seeks to explore student’s use and attitudes toward technologically mediated instructional communication in relation to student characteristics. That is, this study asks, “What kind of students are more likely to choose a particular type of communication environment in learning?” An answer to the question should prove helpful to instructors in guiding various kinds of students as well as in maximally utilizing the available media and technology in learning contexts. Thus, it is important to explore attitudes toward various learning environments including media use in relation to student’s characteristics. Since past literature on instructional communication suggests its relevance to the question, this study selected communication apprehension as a student characteristic.

Authors: Sugiyama, Satomi.
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Mediated instructional communication 2
In a variety of ways, technology is increasingly being incorporated into
instructional communication. Consequently, new learning environments are able to take
shape. One such example is when students and instructors create a new learning
environment by introducing computers into a class structure. As this sort of use of
computers prevails in our daily life, more researchers are investigating the role and
impact of computer mediated communication on educational communication. Fishman
(1999) points out that research on computer mediated communication tends to employ
highly controlled experimental methods. This suggests that although numerous scholars
have now studied the use of the computer as an instructional tool, the way in which
computer mediated communication is used in “real life” needs further examination.
Fishman also argues that in the case of authentic educational settings, the research has
focused primarily on the teacher’s use of particular tools, most often email, rather than on
the student’s use of the tools.
This paper seeks to explore student’s use and attitudes toward technologically
mediated instructional communication in relation to student characteristics. That is, this
study asks, “What kind of students are more likely to choose a particular type of
communication environment in learning?” An answer to the question should prove
helpful to instructors in guiding various kinds of students as well as in maximally
utilizing the available media and technology in learning contexts. Thus, it is important to
explore attitudes toward various learning environments including media use in relation to
student’s characteristics. Since past literature on instructional communication suggests
its relevance to the question, this study selected communication apprehension as a student
characteristic.


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