Preference of Communication Modality in Blended Learning Environment

Abstract

In conventional education, online communication technologies can enrich learning environments by extending activities beyond the limitations of time and space and by providing peer-to-peer interactions. As connection bandwidth and capabilities of computer-like devices increase, much more information-rich communication facilities are replacing old text-based messaging dialogs. In addition to textual modality, today auditory and visual communication channels are supplementing communication with their special advantages. However, using only audio and visuals all the time in online communication is not the best way. This study investigated the use of three online synchronous communication modalities (textual, auditory and visual) in a blended learning environment to obtain strengths of each for learners. As a qualitative inquiry methodology, a case study with action research paradigm was conducted in a blended learning environment. An online communication tool was developed and used for a semester in a programming language course with fifty-one 2nd year undergraduate students. At the end of the semester, all students were given a Likert-type perception questionnaire. According to scores, three students from each part (top, middle and bottom in ranking) were interviewed. In depth analysis of results with the light of related literature provided with evidences to infer for special strengths of each modality.