Home PublicationsJRTEPast IssuesVolume 28 Number 2

Edited by Dennis W. Spuck and William C. Bozeman

formerly Journal of Research on Computing in Education

Volume 28 Number 2 -- Winter 1995-1996

Table of Contents

Effects of Anonymity and Group Saliency on Participation and 

Interaction in a Computer-Mediated Small-Group Discussion

Terence C. Ahern and Vance Durrington                     133



Effects of Learning Styles, Programming, and Gender on 

Computing Anxiety

David J. Ayersman and W. Michael Reed                     148



Computer Use in a Multicultural Classroom

Inéz Márquez Chisholm                                     
162



An Analysis of Required Computer Competencies for University 

Students

Julie Furst-Bowe, Carl Boger, Tom Franklin, Betty McIntyre, 

Janet Polansky, and Steve Schlough                        175



Understanding Computer-Supported Group Work: The Effects of 

Interaction Frequency on Group Process and Outcome

Leonard M. Jessup, Joy L. Egbert, and Terry Connolly      190



Using Hypermedia Programs to Administer Tests: Effects on 

Anxiety and Performance

Robert F. Perkins                                         209



Effectiveness of Graphic Organizers in Computer-Based 

Instruction With Dominant Spanish-Speaking and Dominant 

English-Speaking Students

Donn Ritchie and Fernanda Gimenez                         221



The Role of School-Based Technology Coordinators as Change 

Agents 

in Elementary School Programs: A Follow-Up Study 

Neal B. Strudler                                          234



The Effect of School Management Information Systems on the 

Nature of a Loosely Coupled High School InstructionÐ

Administration Subsystem: A Preliminary Study

Moshe Telem and Orit Avidov                               258



                           Abstracts



Effects of Anonymity and 

Group Saliency on Participation and Interaction in a 

Computer-Mediated Small-Group Discussion



Terence C. Ahern and Vance Durrington

Texas Tech University



Abstract



Research on the use of computer-mediated communication (CMC) 

in learning environments has demonstrated that the levels of 

member participation and achievement are consistently high 

when compared to more traditional learning environments. On 

closer scrutiny, this medium of exchange seems to have a 

dramatic impact on the ability of groups to structure 

interaction across time. This article reports on the 

structure of individual interaction in a CMC environment in 

which one condition had a high level of group identification 

in contrast to a condition that maintained individual 

anonymity. In addition, the condition of identity was crossed 

with a redesigned user interface that required participants 

in the discussion to map their interaction manually. The 

results of this study indicate that high group saliency 

inhibits the development of highly structured interpersonal 

interaction. However, through the use of a graphic-based 

interface, members are more likely to engage in highly 

structured interpersonal interaction. 




Effects of Learning Styles, Programming, and Gender on 

Computer Anxiety



David J. Ayersman 

Mary Washington College



W. Michael Reed

West Virginia University



Abstract



This study investigated the effects of learning styles, 

programming, and gender on computer anxiety. Fifty-eight 

undergraduate preservice teachers (36 females, 22 males) 

participated. KolbÕs Learning Styles Inventory, a modified 

version of SpielbergerÕs Anxiety Scale, and a written and 

hands-on measure of BASIC programming were used. Programming 

instruction was found to significantly reduce computer 

anxiety, but with no significant difference by type of 

learning style. The one-day intensive format reduced computer 

anxiety significantly less than the four-week distributed 

format. Females significantly outperformed males on the 

hands-on component of the exam. The two types of learning 

styles that were least represented (Convergers and Divergers) 

were found to reduce computer anxiety the least and to 

perform the poorest on both aspects of the exam. 




Computer Use in a Multicultural Classroom



InŽs M‡rquez Chisholm

Arizona State University West



Abstract



This article presents findings from a case study exploring 

how an effective teacher in a multicultural classroom manages 

computer use. The study looks at how the teacherÕs management 

strategies accommodate differences in childrenÕs cultural and 

learning preferences and provide for equitable access across 

gender and ethnicity. The researcher collected data through 

direct observation, videotaping, student and teacher 

interviews, and informal conversations with students and the 

teacher. The results parallel previous findings on effective 

teacher behavior and indicate that the teacher created a 

supportive classroom computer culture wherein there were high 

student expectations, options, autonomy, cooperation and 

interdependence, and instructional flexibility. The article 

suggests a number of additional questions for further 

research.




An Analysis of Required Computer Competencies for University 

Students



Julie Furst-Bowe

Carl Boger

Tom Franklin

Betty McIntyre

Janet Polansky

Steve Schlough

University of WisconsinÐStout



Abstract



To be successful in many academic programs and careers, it is 

essential that university students possess strong computer 

skills. However, instructors and support staff involved with 

student computer use in classrooms and laboratories on the 

campus of the University of WisconsinÐStout encountered 

widely differing levels of computer competency among the 

students. There was no consensus as to how computer 

competencies should be obtained or who should provide 

training to obtain these competencies. To address these 

concerns, a total quality management team was established. 

The team, which consisted of faculty, staff members, and 

students, developed a survey to obtain data on required 

computer competencies. The survey instrument contained items 

pertaining to basic computer skills, word processing, 

spreadsheets, database management, graphics, multimedia, 

information retrieval, and telecommunications. The survey was 

given to 157 students, 32 faculty members, 50 alumni, and 100 

employers in the spring of 1994. The response rates from 

these groups were considered adequate to represent them 

confidently. The data were analyzed and the team developed a 

list of required computer competencies and related 

recommendations based on the data. 





Understanding Computer-Supported Group Work: The Effects of 

Interaction Frequency on Group Process and Outcome



Leonard M. Jessup

Indiana University



Joy L. Egbert

Washington State University



Terry Connolly

University of Arizona



Abstract



Interactive, anonymous, computer-supported brainstorming has 

been shown to be useful for a variety of forms of group work. 

Brainstorming software helps students work together to 

generate and evaluate ideas together effectively and 

efficiently. A laboratory experiment was used to evaluate the 

effects of group member interaction frequencyÑa major 

component of the automated brainstorming processÑon computer-

supported groups performing an idea-generation task. 

Interaction frequency is defined here as the length of time 

group members are allowed to form and input their 

contributions and the related rate at which group members 

exchange their contributions electronically. This study found 

that group members who interacted frequently and individuals 

whose outputs were pooled outperformed individuals working 

alone and group members who interacted infrequently. Although 

frequently interacting groups of students were among the most 

productive at generating ideas together to solve a problem, 

they also felt more interrupted and more hurried. 




Using Hypermedia Programs to Administer Tests: Effects on 

Anxiety and Performance



Robert F. Perkins

University of Charleston



Abstract



This study compared two groups of students using anxiety 

level and test performance as measures. The control group 

took a written version of the anxiety scale and test at the 

beginning and end of the study. The experimental group took a 

written version of the test and computerized version of the 

anxiety scale (using HyperCard stack) at the beginning, but a 

computerized version of both the anxiety scale and test at 

the end of the study. No difference was found between 

computerized versus paper-and-pencil testing for both anxiety 

and performance. In addition, performance was higher on the 

pretest and posttest for those subjects who exhibited lower 

levels of anxiety. Other comparisons showing significant 

differences included owning a computer, previous use of 

computers, and gender. One area that was not significantly 

different was graduate students versus undergraduate 

students. (Keywords: achievement, attitudes, hypermedia, 

testing.)



Effectiveness of Graphic Organizers in Computer-Based 

Instruction with Dominant Spanish-Speaking and Dominant 

English-Speaking Students



Donn Ritchie

San Diego State University



Fernanda Gimenez

Anderson Consulting, San Diego



Abstract



StudentsÕ academic achievement scores have been found to 

improve with the use of graphic organizers. Researchers 

suggest this may be due to the way graphic organizers depict 

concepts and relationships among concepts. Unfortunately, 

most previous research on graphic organizers has been 

confined to English speakers in secondary and higher 

education. To expand our knowledge on graphic organizers and 

increased learning, this study examines the effectiveness of 

graphic organizers when used by fourth-grade students engaged 

in computer-based instruction. The study also examines 

whether the learnersÕ dominant language (Spanish and English) 

influences the effectiveness of graphic organizers. A one-way 

analysis of variance was used to analyze immediate and 

delayed gain in academic achievement scores of all students. 

Statistically and educationally significant differences were 

found in scores favoring students who used graphic organizers 

over those who used lists of topics. A two-way analysis of 

variance identified no significant differences between 

language groups for the effect of graphic organizers on 

immediate or delayed tests. Limitations of the study and 

suggestions for future research are examined. 



The Role of School-Based Technology Coordinators as Change 

Agents in Elementary School Programs: A Follow-Up Study



Neal B. Strudler

University of Nevada, Las Vegas



Abstract



This article describes a follow-up study that investigated 

the skills and strategies used and outcomes effected by 

computer coordinators in three elementary school programs. 

The purpose of the present study was to revisit those same 

three schools, seven years later, to examine current levels 

of computer use and related implementation issues. Results 

across cases suggest that, while barriers to increased 

technology use have been eliminated or minimized due to the 

work of the coordinators, many obstacles still remain. One 

finding of particular importance involves the coordinatorsÕ 

plans to Òwork themselves out of their jobs.Ó That ambitious 

goal appears to have underestimated the degree to which 

educational change with technology is a moving target that 

requires ongoing coordination and support. 





The Effect of School Management Information Systems on the 

Nature of a Loosely Coupled High School InstructionÐ

Administration Subsystem: A Preliminary Study



Moshe Telem

Tel Aviv University



Orit Avidov

Beer Tuvia High School, Israel



Abstract



This study investigates the effect of a school management 

information system on the loosely coupled nature of the 

instructionÐadministration subsystem in a high school. The 

study identifies a chain reaction of hierarchically oriented 

tightening in six major categories: accountability, 

instruction evaluation, supervision, feedback, frequency of 

meetings, and shared decision making. All horizontal-type 

interrelations (i.e., between people in the same functions) 

remained unchanged with the exception of significantly 

tighter interrelations in five out of six categories among 

teachers teaching the same subject. 

A PDF file of each full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number and article name.

Copyright © 1995, ISTE (International Society for Technology in Education). All rights reserved.