ELS 833: Proposal Outline Jennifer Maddrell

I. Statement of the Problem

Synchronous computer-mediated learning environments offer learners and instructors multiple
communication channels in which the main instructional presentation, as well as parallel (or
back channel) dialogue, can occur. However, the effect of the competing back channel
communication on the learners' perceptions of social presence is unknown.

II. Purpose Statement

The purpose of this research is to examine the effect of parallel back channel communication on
learners' perception of social presence within a synchronous computer-mediated learning
environment.

III. Review of the Literature

A. Communication Theory
• (Bangerter & Clark, 2003)
• (Bavelas, Coates, & T. Johnson, 2000)
• (Clark & Krych, 2004)
B. Computer-Mediated Communication
• (Barak, Lipson, & Lerman, 2006)
• (Cogdill, Fanderclai, Kilborn, & Williams, 2001)
• (DeSanctis & Monge, 1998)
• (Fried, 2008)
• (Havard, Du, & Xu, 2008)
• (Johnson, 2006)
• (Paulus, 2007)
• (Yardi, 2006)
C. Social Presence
• (Short, Williams, & Christie, 1976)
• (Gunawardena, 1995)
• (Rourke, Anderson, Garrison, & Archer, 2001)
• (Garrison & Arbaugh, 2007)
• (So & Brush, 2008)
D. Content Analysis
• (De Wever, Schellens, Valcke, & Keer, 2006)
• (Fahy, 2001)
• (Henri, 1992)
• (Rourke & Anderson, 2002)
• (Rourke & Anderson, 2004)
• (Shi, Mishara, Bonk, Tan, & Zhao, 2006)

IV. Nature and Design of the Project

Research Questions: What effect does the parallel communication channel have on the learners'
perceptions of social presence within the learning environment? Does the back channel

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ELS 833: Proposal Outline Jennifer Maddrell

discourse make the learners feel more or less connected to what is occurring in the main
communication channel? Do the back channel conversations tend to be supportive of what is
occurring in the main channel? If not, should an instructor consider an unstructured and
unfacilitated back channel conversation a distraction that should be discouraged? Or, should the
back channel be used as a tool to gauge and foster the learners’ presence with the main channel
communication?

V. Methods
• Survey all learners at the beginning of the semester to assess each learner's level of computer
competency.
• Conduct a content analysis of the text chat transcripts from from three synchronous computer-
mediated class sessions, including (1) the first class session, (2) during the midpoint of the term,
(3) the last class session. Analyze the content of the transcripts to measure the degree of learner
social presence during each of the class session. Evaluate and compare differences in
communication among learners, as well as differences over time.
• Following each of the noted class sessions, survey all learners to assess perceptions of social
presence in computer-mediated classroom, based on survey format used by So and Brush
(2008).

References

Bangerter, A., & Clark, H. H. (2003). Navigating joint projects with dialogue. Cognitive Science, 27(2),
195. doi: 10.1016/S0364-0213(02)00118-0.
Barak, M., Lipson, A., & Lerman, S. (2006). Wireless Laptops as Means For Promoting Active
Learning In Large Lecture Halls. Journal of Research on Technology in Education, 38(3), 245-
263. doi: Article.
Bavelas, J. B., Coates, L., & Johnson, T. (2000). Listeners as co-narrators. Journal of Personality and
Social Psychology, 79(6), 941-952.
Clark, H. H., & Krych, M. A. (2004). Speaking while monitoring addressees for understanding.
Journal of Memory and Language, 50(1), 62-81.
Cogdill, S., Fanderclai, T., Kilborn, J., & Williams, M. (2001). Backchannel: whispering in digital
conversation (p. 8 pp.).
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Gunawardena, C. N. (1995). Social Presence Theory and Implications for Interaction and Collaborative

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Learning in Computer Conferences. International Journal of Educational Telecommunications,

1(2), 147-166.
Havard, B., Du, J., & Xu, J. (2008). Online Collaborative Learning and Communication Media.
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