The influence of computer-mediated communication (CMC) competence on computer-supported collaborative learning (CSCL) in online classroom discussions.

The present study examines the influence of student knowledge, motivation, skill, apprehension, and the communication medium on the degree of participation in online classroom discussions. Regression analysis shows that student knowledge of the computer-mediated communication (CMC) medium is the strongest predictor, β=.41. Skill in communicating through the medium is second, β=.23. Apprehension, β= -.17, and motivation, β=.11, also affect student participation. The medium itself has little effect, β=.01. Results suggest that teaching students strategies for communicating in a CMC medium: coping with the reduced nonverbal cues available, engaging with specific conversational tactics, and using instructor techniques to reduce CMC apprehension and increase student motivation, can facilitate greater participation in online in computer-supported, collaborative learning (CSCL) classroom environments.