An Evaluative Case Studyof three different methods of onlinecommunication in a distance learning programme: Virginia Hubbard
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Individual synchronous chats allowed for immediate focused discussion but were difficult to arrange. Group chats fostered more ideas but some students felt embarrassed. Asynchronous discussion boards enabled independent study but threads were hard to follow and not always updated by tutors. Through questionnaires and interviews, the study evaluated preferences among doctors in a distance learning dermatology program between these three online communication methods, finding preferences changed over time.
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An Evaluative Case Studyof three different methods of onlinecommunication in a distance learning programme: Virginia Hubbard
- 1. An evaluative case study of three different methods of online communication in a distance learning programme Teaching and Research Awards 2008 University of London Centre for Distance Education www.cde.london.ac.uk and cde@london.ac.uk Researcher Dr Virginia Hubbard Clinical Senior Lecturer Institute of Cell and Molecular Science Queen Mary University of London v.g.hubbard@qmul.ac.uk Communication method Why liked Why not liked Individual synchronised focussed and immediate chat• ‘on the spot’• Group synchronised more ideas discussed• interaction with other students• embarrassed in front of other• students difficult to arrange• Discussion Board study at any time and pace• difficult to follow thread• not updated by tutor• Students changed preference of method with time This study compares three forms of online communication. The cohort is eight doctors studying a Postgraduate Diploma in Dermatology. Most students are based in Hong Kong The data was collected by Questionnaire and via Interviews using WimbaVoice® in WebCT.