Adult learner participation in computer-mediated communication: Performance, satisfaction, and reasons for participation

For more than 20 years, asynchronous computer-mediated communication (CMC) has been one of the most ubiquitous components of distance education. This study investigated the possible relationships between learner participation in CMC and learner performance in a graduate educational setting where discussion was voluntary and not graded. In particular, this study expanded upon existing literature by examining the sequential relationships between CMC participation and learner performance over time within a course. Within the possible complex interrelationships between participation and performance, the Thompson Performance-Participation Matrix is proposed as a conceptual explanation of the effects that may underlie relationships between learner performance and subsequent CMC participation. Furthermore, the study examined the relationships between participation and learner satisfaction, building upon a key study often cited in the distance education literature (Fulford & Zhang, 1993). A qualitative exploration of factors that learners reported encouraged or discouraged their participation in computer-mediated communication concludes the study.;CMC participation was found to be fairly high for three of the four courses in the study. Path analyses indicated that, in at least one of the courses, the modeled combination of CMC participation and learner performance had a good fit with the data. Moreover, an examination of the model's parameter estimates showed six paths reflecting participation predicting subsequent test performance to be statistically significant, all of which were positive---suggesting that higher levels of CMC participation may lead to small improvements in learner performance. On the other hand, only two paths reflecting performance predicting participation were significant, but one path was positive while the other was negative. Implications of these specific findings are discussed.;While a learner's own individual participation was not found to be related to their satisfaction with the course, the learner's perception of the overall participation within a course was significantly positively related to learner satisfaction. Finally, factors that encourage or discourage CMC participation are explored as a foundation for future research.;Implications for distance education administrator and instructors are discussed, and future research recommendations are made based on the findings in this study.