Abstract
This study investigated student perceptions of using instant messaging software for online interactive chapter discussions in a graduate teacher educational technology course. The criterion instrument was a 47-item scale that measured Chickering and Garrison ’s (1987) first four principles for good practice in undergraduate education, yielding reliabilities ranging from. 837 to. 895. Students rated the course significantly higher than their regular classroom courses, with stronger effects on perceptions of student cooperation and active learning, and weaker effects on perceptions of instructor contact and feedback. These findings support the proposition that instant messaging may be used as a technique to increase dialogue and thereby reduce transactional distance, especially among students, in an online course environment.
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