Discourse analysis of computer-mediated conferencing in World Wide Web-based continuing medical education.

Abstract

Computer-mediated conferencing (CMC) is a computer messaging system that allows users to engage in asynchronous text-based communications that are independent of time and place. It has been suggested that CMC is an effective modality for facilitating constructivist learning environments that enable adult learners to engage in a continuous, collaborative process of building and reshaping knowledge and understanding. The goals of this exploratory study were to assess the nature of the interactions and collaborative learning characteristics exhibited in World Wide Web-based continuing medical education courseware programs that used CMC and to examine physicians' satisfaction with on-line CMC discussion as a planned learning activity of Web-based CME. The Transcript Analysis Tool (TAT) was used to analyze the nature of the discourse that took place in four different Web-based CME courseware programs. Course evaluation surveys and interviews were also conducted with participants to evaluate their satisfaction with on-line CMC discussion. The results suggest that the nature of participation in the programs consisted primarily of independent messages with a minimal amount of learner-to-learner interaction. Elements of critical reflection, interaction, and debate between participants appeared to be missing from these discussions. As such, these discussions were not characteristic of the principles of constructivist learning environments. Interactive participation will not occur just because CMC is being used. The design of Web-based CME learning activities, participant characteristics, and facilitation are key factors that influence the effective use of CMC.