Formative evaluation of synchronous CMC systems for a learner-centered online course

This research used formative evaluation methods to examine a number of synchronous computer-mediated communication (CMC) systems for online learning. CMC systems provide an ideal venue for both knowledge construction and community building. The principles of learner-centeredness, constructivism, and sociocultural theories provided the bases for the design of synchronous activities such as student-moderated seminars in this study. Several synchronous online activities were introduced and evaluated. Based on the results of observers’ logs, ratings on social presence, communication effectiveness, and communication interface, 10 desirable features of synchronous CMC systems were recommended.

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