ABSTRACT
Educational establishments in the United Kingdom are interested in understanding how Computer Mediated Communication (CMC), can be used to enhance student study, particularly on distance learning courses. Important issues related to this research are how it can be used to assist with difficult areas in the course material, during periods of intense study and how levels of participation can be sustained. This chapter discusses how a CMC environment afforded a support structure for students to discuss difficult areas of their course and engage in social interaction. We also investigate levels of participation, non-participation and the outside influences affecting involvement in the CMC. The findings of this study suggest that through the CMC, students could overcome certain difficulties with the course content and this abstract Educational establishments in the United Kingdom are interested in understanding how Computer Mediated Communication (CMC), can be used to enhance student study, particularly on distance learning courses. Important issues related to this research are how it can be used to assist with difficult areas in the course material, during periods of intense study and how levels of participation can be sustained. This chapter discusses how a CMC environment afforded a support structure for students to discuss difficult areas of their course and engage in social interaction. We also investigate levels of participation, non-participation and the outside influences affecting involvement in the CMC. The findings of this study suggest that through the CMC, students could overcome certain difficulties with the course content and this infers that CMC promises to play an active role in the future of distance education.
