Computer-mediated communication in graduate engineering classroom: A study of the relationship of online discourse and classroom discourses in two engineering classes

This exploratory, qualitative and quantitative study examines in-class discourse to assess their relationship to computer mediated communication (CMC). Two 16-week graduate-engineering courses were observed using a coding scheme to understand the rate and nature of in-class discourse. Student messages and questions were posted to the class' online question boards and analyzed for rate and content of online messages using a coding scheme.; In addition to these quantitative measures, field notes and interview data was analyzed to identify key factors influencing the quantitative results and to examine potential factors within the classroom that might of influenced the online discourse. A survey was administered at the end of the semester to collect information regarding students' perceptions of and experience with CMC. Three primary conclusions are drawn from the student interviews, observations and the survey responses.; First, the instructor's teaching style during class later affected the students use of the question board. One instructor was open, communicative and clearly had a good relationship with the students. The class question board reflected this pattern and had more questions posted. The other class had fewer postings to the class question board. In this particular class the instructor's communication was short and curt with the students. This communication pattern was reflected online as well.; Second, time factors affected the rate of the online messages. Students were working full time and taking classes during the evening. In some cases student's days started at 7am at work and ended at 9pm in the evening for the classes. Students were busy and didn't have time to go online and post questions. Many saved their questions for class time and the instructor then. Finally, the student interviews revealed that the desire for human interaction or personal communication with the instructor was valued over posting a question to the instructor on the class question board.; In class and online discourse is highlighted throughout the dissertation. Additionally, suggestions for online teachers and students as well as suggestions for future research are offered.