Information Technology Reference
In-Depth Information
Chapter 20
Fostering Higher Levels of Learning Using
Diverse Instructional Strategies with Internet
Communication Tools
Heather Kanuka
University of Alberta, Edmonton, Alberta, Canada , e-mail: heather.kanuka@ualberta.ca
Introduction
For more than three decades now, the research on learning effectiveness and the
use of Internet communication tools has been prolific, with persistence in pas-
sion and enthusiasm by many education researchers. Even though this research is
extensive and rigorous, it has yet to reveal a consistent and reliable body of know-
ledge indicating that more effective learning is an outcome of the use of Internet
communication technologies (e.g., Bernard et al., 2004). Moreover, it is difficult
to ignore the studies that have revealed higher levels of thinking and meaningful
learning are not being achieved through the use of text-based Internet communica-
tion tools (e.g., Gunawardena, Carabajal, & Lowe, 2001; Kanuka, 2005; Kanuka &
Anderson, 1998; Nussbaum, Hartley, Sinatra, Reynolds, & Bendixen, 2002;
Garrison, Anderson, & Archer, 2001
;
Rourke, 2005; Thomas, 2002). Hamilton and
Feenberg (2005) observed that the generally disappointing research results coupled
with the exaggerated and/or unsupported claims made about the use of text-based
Internet group communication tools within the learning process presents a pressing
need for exploring alternative pedagogical interventions.
Reasons offered in the literature that have disappointing findings have tended
to revolve around the following explanations: (a) new educational frameworks are
required for Internet communication technology (e.g., de Castell, Bryson, & Jenson,
2002; Garrison, Anderson, & Archer, 2000), (b) poor discussion moderation (e.g.,
Xin & Feenberg, 2005; Salmon, 2000;), or (c) a need for a progressive pedagogy
in this highly mediated mode of learning (e.g., Bernard, de Rubalcava, & St-Pierre,
2000; Kirkwood & Price, 2005; Marra, Moore, & Klimczak, 2004). Building on the
results of a prior study (Kanuka, Rourke, & Laflamme, 2007), this chapter explores
the latter issue, focusing on the use of diverse instructional methods with text-based
Internet group communication tools.
