Media Theory and eLearning Communication

Our text categorized electronic information into four types, and these four types include:

1)      Textual Information
2)      Presentation Graphics Slide Show
3)      Spreadsheets and Databases
4)      Multimedia Objects


Provide an example or multiple examples of effective use of each type of electronic information for eLearning. Be sure to provide specific information about what makes your indicated use “effective”. Explaining effectiveness in light of one of the media theories as presented in this session (or another media theory you prefer) is expected.


There are many different types of textual information. The type that comes to mind is the virtual online class when students communicate with professors through E-learning. Course information may be found in course documents, announcements and other types of electronic documents. These different tools are great ways to communicate with the class and to provide information in an E-learning form. Announcement and documents on our current blackboard are examples of textual information. Textual information provides students the information in an effective way because it allows active users of blackboard to know where and how to access new information.

Other tools that we use of electronic information in E-learning are Graphic Slide Shows. These slide show presentations allow tutorials and lessons sent out through emails. Slide shows presentations are also able to be posted on Blackboard and students have the access to gather the information if they are active users of the blackboard system.

In our media richness theory lesson, we learned that this provides the ability to transmit information based on four different criteria. These criteria included the ability to communicate instant feedback, the ability to convey tone of voice, and non verbal forms of communication. The third ability is the use of natural language and fourth is the personal focus of the medium. A major component of media richness theory is the ability to “carry information about the message”. This also includes the skill to successfully communicate and convey messages with those receiving the message. The levels of effectiveness may also be conveyed by using slide show presentations.

Another great tool for students to understand information is through spreadsheets and databases. These spread sheets are an easy tool for the instructor to set up information in an easy to read lay out. The process of using spreadsheets in grades could provide students the opportunity to review past grade assignments and current grades to keep updated in the coursework and in the class. A disadvantage of spreadsheets and databases is the inability to convey emotion and it is really just  a one way perception of communication. Moreover, by providing students information on how well they are doing in class helps also helps to build relationships with their current instructors.

In the past we have used multimedia objects such as Skype and in this class we have used the Talkshoe session. These forms of multimedia have provided students with interaction that we usually find in traditional forms of education. These sessions also help in building relationships with the student and with the instructor and it also helps other students to build relationships with classmates. This is an effective method to help students read verbal forms of communication and non-verbal forms that they may not have had the opportunity to otherwise.

2. Our text goes into some very specific detail on the proper formatting of textual information. Explain what you believe to be the most important guidelines for your use of textual information that are provided in the text and then create a sample text document (other than an announcement) that demonstrates the best practices of formatting textual information. Be sure to explain the purpose of the document and who the intended users are if that isn’t obvious from the document itself.

I believe that the most important guidelines for textual information would be something simple in the format. The format would be easy to follow along and easy for students to understand. Enclosed is my example of and easy recipe for students who are in need of a quick sugar rush that is simple and easy to follow.


1)       Chunk information
2)       Use links
3)       Text links in documents
4)       Use standard file formats
5)       Avoid horizontal scrolling
6)       Use standard text


3. What is the difference between synchronous and asynchronous communication as it is used in eLearning and how do you choose between the two for a given task?


Synchronous occurs when there is are two or more people are communicating and conveying messages. Different types of synchronous communication may occur in various forms such as in a chat room, when an instructor is teaching a lesson, Skype, and Talkshoe sessions. Asynchronous communication allows more flexibility and included the gathering through various forms when those interacting have the time. This class has many great examples of asynchronous communication and how we are able to listen to Talkshoe sessions, podcast when we have the time to listen to them. Based on my current work schedule I would more likely use Talkshoe and others forms of Asynchronous communication. As working women, this seems to fit best into my schedule as it allows me the opportunity to learn, read, and interact with the instructor and class when I have the time. An instructor who provides a good mix of both types of communication would give a class the opportunity to student to choose what type of communication works best for them.


4. What technologies does your CMS/LMS have to support synchronous communication?


Our current blackboard has various different components that allow students to communicate and support synchronous communication. In the past we have meet online as a class when the teacher was not in the same state. Though we had some problems with multiple students trying to log into Skype this system worked well when the class sat around the computer.


5. What technologies does your CMS/LMS have to support asynchronous communication?


 Blackboard has different tools such as online forms and groups talks that allow student to communicate and post ideas about assignment readings and questions. Blackboard allows working students the flexibility to learn at the own time schedule. The online form allows students to post articles and to have other students read the articles and post insight about what they gained from the readings as well.


6. Describe a task or assignment you could use in an online class that would use either asynchronous or synchronous communication. Explain the task or assignment, identify the technology you would use to support the activity and explain why you chose that technology. Explain what you would do to ensure that the activity was successful.


In my graduate education many of my classes have been about communication and the different facets of communication. If I were an instructor, I would assign my class to work on a paper that would follow the extent of social media in China. This class would form a Google group that would allow them to communicate and share ideas about their current readings. The Google group would also let the students have access to Google docs, that of which I have had great success with. The students would be able to edit, receive feedback and share ideas all through synchronous communication. I chose this form of technology because it has worked well in the past for me in a former class. I would encourage that students make at least 3 posts a day concerning the paper to ensure that not only one student is doing the work. I would also ensure that each student would have daily edit and update the paper to make sure that they do not only have one person working on the assignment as well.