The changing face of teaching: Using CMC tools for large group interaction

Abstract

This paper investigates the trial of asynchronous and synchronous interactive computer-mediated communication (CMC) to develop an environment of community and peer-supported self-learning within a highly populated and geographically separated first year university cohort. Student study skills and learning needs were addressed through the use of complex, interwoven CMC tools, with particular use of discussion forums and chat rooms. Significant changes were noted in student attitudes, study skills and personal study responsibility.