Computer-mediated Communication, Learning, and Education

Which combinations of the various modes of CMC are optimally supportive of learning for various kinds of people and various kinds of skills and knowledges (i.e. culturally recognized meaning-making practices and meaningful actions)? What are the relative learning and educational affordances of synchronous vs. asynchronous communication? of presentational vs. interactional modes? of densely interlinked hypertext vs. more linearly connected text? of nonverbal media in various forms of integration with verbal text? of static vs. animated images? of abstract vs. photorealistic images? of 2-dimensional vs. 3-dimensional forms? of fixed vs. mobile user apparent-viewpoint? of tactile force-feedback and full-presence virtual environments vs. passive-interactive and framed-view systems/experiences? What are the optimum combinations for various types of learners and mentors of face-to-face interaction, computer-mediated communication, and human-artifact-environment interaction without computational mediation? of passive-readable text, interactive text, peer communication, mentor communication, dyadic, and group social interaction?





Source:academic.brooklyn.cuny.edu/education/jlemke/phd-tops.htm