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Communication in the virtual environment can be challenging for participants because it lacks physical presence and nonverbal elements. Participants may have difficulties expressing their intentions and emotions in a primarily text-based course. Therefore, the use of visual communication elements such as pictographic and typographic marks can be important in the communication of intent and meaning. Quantitative measures were used to analyze the use of several images and characters in computer-mediated communication in 1 graduate-level course delivered completely online in fall 2004 and 2005. Results show course participants used a number of different visual cues in order to express themselves. A strong relationship between the number of elements and categories used by participants in the threaded discussion posts and chat sessions existed. However, there was a very weak relationship between the use of visual cues between the instructor and learners. In addition, content analysis was used to qualitatively analyze discourse in the threaded discussion fora. The investigation revealed several use patterns in asynchronous and synchronous communication.
INTRODUCTION
In fall 2006, nearly 3.5 million learners were enrolled in online courses - an increase of almost 1 0% over the previous year (Allen & Seaman, 2007). Ninety percent of institutions utilize asynchronous and 43% use synchronous computer-mediated communication to facilitate online interaction between participants (Waits & Lewis, 2003). Online learning has provided opportunities to students who previously were unable to have access to higher education. Other benefits of online learning that have been reported are convenience and flexibility (Bastiaens & Martens, 2000; Belanger & Jordan, 2000; Bender, 2003; Bolliger, 2003; Lau, 2000).
Learning is a social process and "social interaction is a key element in online learning" (Northrup, 2001, p. 32). There is a need to design interaction into an online course (Keefe, 2003; Mabrito, 2004). Henri and Pudelko (2003) describe how participants in learning communities construct knowledge it is constructed "during the realization of projects that value negotiation of meaning and stems from participation as well as form reification" (p. 481). Hence, communication and interaction in the form of dialog and discussion are vital in the learning process and the learner's knowledge construction.
Communication can be defined as a system with the use of common symbols perceived by all senses in order to exchange meaning...