Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 23 (4) Volume 23, Issue 4, Fall 2003 J Contin Educ Health Prof 2003; 23(4):229-238 ORIGINAL ARTICLES Discourse analysis of computer-mediated conferencing in World Wide Web-based continuing medical education Curran V Kirby F Parsons E Lockyer J A b s t r a c t INTRODUCTION: Computer-mediated conferencing (CMC) is a computer messaging system that allows users to engage in asynchronous text-based communications that are independent of time and place. It has been suggested that CMC is an effective modality for facilitating constructivist learning environments that enable adult learners to engage in a continuous, collaborative process of building and reshaping knowledge and understanding. The goals of this exploratory study were to assess the nature of the interactions and collaborative learning characteristics exhibited in World Wide Web-based continuing medical education courseware programs that used CMC and to examine physicians' satisfaction with on-line CMC discussion as a planned learning activity of Web-based CME. METHOD: The Transcript Analysis Tool (TAT) was used to analyze the nature of the discourse that took place in four different Web-based CME courseware programs. Course evaluation surveys and interviews were also conducted with participants to evaluate their satisfaction with on-line CMC discussion. RESULTS: The results suggest that the nature of participation in the programs consisted primarily of independent messages with a minimal amount of learner-to-learner interaction. Elements of critical reflection, interaction, and debate between participants appeared to be missing from these discussions. As such, these discussions were not characteristic of the principles of constructivist learning environments. DISCUSSION: Interactive participation will not occur just because CMC is being used. The design of Web-based CME learning activities, participant characteristics, and facilitation are key factors that influence the effective use of CMC. Lessons for Practice A key principle of constructivist learning environments is the negotiation of meaning through a meaningful discourse among a community of learners. Computer-mediated conferencing (CMC) systems offer the potential for the facilitation of interactive and collaborative learning environments. Interactive participation will not simply occur just because CMC is being used. Collaboration, interaction, and reflection in Web-based CME computer conferencing discussions are highly dependent on the interaction of participant characteristics, instructional design, and facilitation. There is a need to examine the various factors that influence participation in CME computer conferencing discussions to enhance the quality of interaction and collaboration that takes place. MeSH Terms: Communication; Consumer Satisfaction; Education, Distance; Education, Medical, Continuing; Educational Technology; Internet; Support, Non-U.S. Gov't Publication Type: Evaluation Studies
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