Comparison of the Effectiveness of Communication between the Traditional Lecture and IELS

Authors: A. Althobaiti, M. Munro

Abstract:

Communication and effective information exchange within technology has become a crucial part of delivering knowledge to students during the learning process. It enables better understanding, builds trust and respect, and increases the sharing of knowledge between students. This paper examines the communication between undergraduate students and their lecturers during the traditional lecture and when using the Interactive Electronic Lecture System (IELS). The IELS is an application that offers a set of components which support the effective communication between students and their peers and between students and their lecturers. Moreover, this paper highlights communication skills such as sender, receiver, channel and feedback. It will show how the IELS creates a rich communication environment between its users and how they communicate effectively. To examine and assess the effectiveness of communication, an experiment was conducted on groups of users; students and lecturers. The first group communicated in the traditional lecture while the second group communicated by means of the IELS application. The results show that there was more effective communication between the second group than the first.

Keywords: Communication, effective information exchange.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1096887

References:

[1] G. Beauchamp, S. Kennewell, Interactivity in the classroom and its impact on learning, Publisher, City, 2010.
[2] P.A. Gustavsen, E. Tilley, Public relations communication through corporate websites: Towards an understanding of the role of interactivity, Publisher, City, 2003.
[3] H.D. Lasswell, The structure and function of communication in society, Publisher, City, 1948.
[4] S.P. Morreale, B.H. Spitzberg, J.K. Barge, Human communication: Motivation, knowledge, and skills, Cengage Learning, 2007.
[5] S.-K. Lo, T. Lie, Selection of communication technologies—A perspective based on information richness theory and trust, Publisher, City, 2008.
[6] P. Barthelmess, E. Kaiser, R. Lunsford, D. McGee, P. Cohen, S. Oviatt, Human-centered collaborative interaction, in: Proceedings of the 1st ACM international workshop on Human-centered multimedia, ACM, 2006, pp. 1-8.
[7] A. Schmidt, Implicit human computer interaction through context, Publisher, City, 2000.
[8] S. Domagk, R.N. Schwartz, J.L. Plass, Interactivity in multimedia learning: An integrated model, Publisher, City, 2010.
[9] R. Donnelly, Harmonizing technology with interaction in blended problem-based learning, Publisher, City, 2010.
[10] M. Yacci, Interactivity demystified: A structural definition for distance education and intelligent CBT, Publisher, City, 2000.
[11] S. Rafaeli, F. Sudweeks, Networked interactivity, Publisher, City, 1997.
[12] M. Oliver, J. Petch, Towards an effective framework for the evaluation of e-learning, Publisher, City.
[13] M. Wang, W. Ran, J. Liao, S.J. Yang, A Performance-Oriented Approach to E-Learning in the Workplace, Publisher, City, 2010.
[14] V. Simpson, M. Oliver, Electronic voting systems for lectures then and now: A comparison of research and practice, Publisher, City, 2007.