Abstract
This study examines the differences between audio conferencing and
traditional face-to-face learning. We investigated whether the characteristics
of audio conferencing – media richness (Media Richness Theory, Daft &
Lengel, 1984), media naturalness (Media Naturalness Hypothesis, Kock,
2005) and visual anonymity-determine students' learning efficacy,
perception, satisfaction, participation, and willingness to take risks. 42
undergraduates were randomly allocated to face-to-face and to audio
conferencing groups, receiving a 20-minutes lesson in groups of three. As we
hypothesized, there was no significant difference between students'
achievement and perception of learning. Distance learning through audio
conferencing was as effective as face-to-face learning. Significant
differences, in favor of face-to-face communication, were found in the
emotional-experiential aspects of learning: amount of students' attention and
interest, learning satisfaction, and enjoyment from the interaction with tutor
or peers. The findings indicated that visual anonymity decreased the fear of
criticism which in turn, increased the amount of participation and risk-taking.
These findings are explained in terms of differences in media naturalness and
of the effect of visual anonymity. The results suggest a distinction between
the cognitive and emotional-experiential aspects of perceived learning.
traditional face-to-face learning. We investigated whether the characteristics
of audio conferencing – media richness (Media Richness Theory, Daft &
Lengel, 1984), media naturalness (Media Naturalness Hypothesis, Kock,
2005) and visual anonymity-determine students' learning efficacy,
perception, satisfaction, participation, and willingness to take risks. 42
undergraduates were randomly allocated to face-to-face and to audio
conferencing groups, receiving a 20-minutes lesson in groups of three. As we
hypothesized, there was no significant difference between students'
achievement and perception of learning. Distance learning through audio
conferencing was as effective as face-to-face learning. Significant
differences, in favor of face-to-face communication, were found in the
emotional-experiential aspects of learning: amount of students' attention and
interest, learning satisfaction, and enjoyment from the interaction with tutor
or peers. The findings indicated that visual anonymity decreased the fear of
criticism which in turn, increased the amount of participation and risk-taking.
These findings are explained in terms of differences in media naturalness and
of the effect of visual anonymity. The results suggest a distinction between
the cognitive and emotional-experiential aspects of perceived learning.
| Original language | American English |
|---|---|
| Title of host publication | Learning in the Technological Era |
| Publisher | The Open University of Israel |
| Pages | 18-24 |
| State | Published - 2008 |