Robert M. Fano

Bio: Robert M. Fano is an academic researcher from Ford Motor Company. The author has contributed to research in topics: Computer-mediated communication & Ubiquitous computing. The author has an hindex of 2, co-authored 2 publications receiving 475 citations. Previous affiliations of Robert M. Fano include Massachusetts Institute of Technology.

Computer-Mediated Communication

Abstract: The use of computers in organizations is discussed in terms of its present and potential roles in facilitating and mediating communication between people. This approach clarifies the impact that computers may have on the operation of organizations and on the individuals comprising them. Communication, which is essential to collaborative activities, must be properly controlled to protect individual and group privacy, which is equally essential. Our present understanding of the human and organizational aspects of controlling communication and access to information lags behind our technical ability to implement the controls that may be needed.

Computer Mediated Communication

Abstract: The use of computers in organizations is discussed in terms of its present and potential role in facilitating and mediating communication between people. This approach clarifies the impact that computers may have on the operation of organizations and on the individuals comprising them. Communication, which is essential to collaborative activities, must be properly controlled to protect individual and group privacy, which is equally essential. Our understanding of the human and organizational aspects of controlling communication and access to information presently lags behind our technical ability to implement the controls that may be needed.

Web-Based virtual learning environments: a research framekwork and a preliminary assessment of effectiveness in basic IT skills training

Abstract: Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a web-based virtual learning environment (VLE) in the context of basic information technology skills training. This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technology-mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares a web-based VLE to a traditional classroom through a longitudinal experimental design. Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments. However, the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process.

Assessing teaching presence in a computer conferencing context

Abstract: This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s [1] model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.

Content analysis of online discussion in an applied educational psychology course

Abstract: This study analyzed discussion in an online conferencethat supplemented class discussion using aninstructional method called the starter-wrappertechnique within a traditional graduate leveleducational psychology course. Various quantitativemeasures were recorded to compare instructor andstudent participation rates. In addition, Henri's(1992) model for content analysis of computer-mediatedcommunication was employed to qualitatively analyzethe electronic discourse. Using this model, five keyvariables were examined: (1) student participationrates; (2) electronic interaction patterns; (3) socialcues within student messages; (4) cognitive andmetacognitive components of student messages; and (5)depth of processing -- surface or deep -- within messageposting. Transcript content analyses showed that,while students tended to post just the one requiredcomment per week in the conference, their messageswere lengthy, cognitively deep, embedded with peerreferences, and indicative of a student orientedenvironment. Moreover, students were using high levelcognitive skills such as inferencing and judgment aswell as metacognitive strategies related to reflectingon experience and self-awareness. Weekly conferenceactivity graphs revealed that student electroniccomments became more interactive over time, but werehighly dependent on the directions of discussionstarter. To better understand the impact ofelectronic conferencing discourse, modifications toHenri's model as well as qualitative researchsuggestions were offered.

Testing Media Richness Theory in the New Media: the Effects of Cues, Feedback, and Task Equivocality

Abstract: Media richness theory argues that performance improves when team members use "richer" media for equivocal tasks. This experiment studied the effects of media richness on decision making in two-person teams using "new media" (i.e., computer-mediated and video communication). Media richness was varied based on multiplicity of cues and immediacy of feedback. Subjects perceived differences in richness due to both cues and feedback, but matching richness to task equivocality did not improve decision quality, decision time, consensus change, or communication satisfaction. Use of media providing fewer cues (i.e., computer mediated communication) led to slower decisions and more so for the less equivocal task. In short, the results found no support for the central proposition of media richness theory; matching media richness to task equivocality did not improve performance.

Methodological Issues in the Content Analysis of Computer Conference Transcripts

Abstract: This paper discusses the potential and the methodological challenges of analyzing computer conference transcripts using quantitative content analysis. The paper is divided into six sections, which discuss: criteria for content analysis, research designs, types of content, units of analysis, ethical issues, and software to aid analysis. The discussion is supported with a survey of 19 commonly referenced studies published during the last decade. The paper is designed to assist researchers in using content analysis to further the understanding of teaching and learning using computer conferencing. SCENARIO Professor Jones has just completed her first university course delivered entirely on- line. The 13-week semester class has left Jones in a state of mild exhaustion. However, the course is finished, the marks have been assigned, and now, thinks Jones, time for some reflection, analysis and perhaps a publishable paper. Jones smiles, confident in the knowledge that the complete transcript of messages exchanged during the course has been captured in machine-readable format. She feels that this accessible data will confirm her hypothesis that students in the on-line course had engaged in much higher levels of discourse and discussion than any she had experienced in ten years of face-to-face instruction. Further, she is interested in investigating the impact of the collaborative learning activity that she instituted in the middle of the course. Jones is quickly disappointed. The 13-week discussion generated 950 messages. Merely reading them takes her four days. Attempts at cutting and pasting illustrations of higher level thinking into a word processor, have resulted in a hodge-podge of decontextualized quotations, each disparate enough to have Professor Jones questioning her own definitions of higher order thinking. Realizing that the analysis is going nowhere, Professor Jones goes back to the literature and finds a set of criteria laid down by an expert in the field that define the broad areas of thinking skills she sees being developed in the transcripts. Heartened, but now running out of time Professor Jones hires two graduate students to review the messages and identify the incidents of higher order thinking as defined by the expert. Two weeks later, the students report their results: not only have they failed to agree on 70% of the categorizations, but one student has identified 2032 incidents in the transcript, while the other has found only 635 incidents. To add to her misery, Professor Jones also learns that her University's ethics committee, concerned with the large increase in use of computer conferencing for credit courses, has ruled that without informed consent from students, her analysis does not conform with the guidelines of the university's ethical research policy. Feeling overwhelmed and depressed, Professor Jones returns to the educational literature once again, only to find that most of the methodological issues she has been dealing with have not been addressed by major researchers in the field. She also finds that