🚀 go-pugleaf

    Hi, Robin,

 NP> Various contributors have suggested that the differences between
 NP> the developed and developing world are not as great as they may
 NP> seem in relation to the use of computer-mediated communication.

    I would tend to agree.  Where CMC is offered and freely available,
    such as in the universities of developed countries, it is a medium
    that is woefully underused.

 NP> The comfort level of users in developed countries is also 
 NP> not assured: cmc is somewhat of an acquired taste!

    Hearty agreement here!  I am continuously bewildered by those that
    yawn and ask, "So what's your point?" when I suggest they might look
    at global communication via CMC.  By far, the majority of teachers
    I deal with seem to lack even the curiosity to investigate the
    potential of this medium.  One can never acquire the taste without
    having nibbled.  How to overcome this primary barrier is a question
    that remains unanswered.

 NP> The turmoil of government - a timely subject in several developed
 NP> countries as we write - is clearly a factor in the spread of cmc.
 NP> From outright suppression through to outright support and financial 
 NP> backing - governmental reaction can make or break communication 
 NP> technologies.  But cmc has always had a rather subversive reputation
 NP> - being relatively unsophisticated technically, highly user-driven 
 NP> and oblivious to authority, electronic written communications often
 NP> go where others fear to tread.

     We can produce all sorts of factors out of our CMC hat as to what
     barriers to CMC might exist in developing nations.  What we might
     do first is look at ourselves in developed nations and ask why we
     fail to use CMC as we seem to be expecting developing nations to
     use it (eventually).  For example, I find it rather ironic that
     this conference was originated at the University of Calgary, a
     university which uses audio teleconferencing to deliver a handful
     of distance education courses, but does not itself use CMC to
     supplement audio-teleconferencing.  I have interviewed distance
     ed. students in the last hour of such courses and asked if they
     thought having access to CMC would have enhanced the course with
     regard to out-of-class peer support and opportunity to discuss
     the topic(s) of the previous class.  Where students were alone or
     in pairs, the answer was a clear 'yes.'  Only where there were
     groups of 3 or more did the students say they had the opportunity
     to bounce ideas off of each other and that CMC for them might not
     be of much interest. Surprisingly, all students had access to
     computers with modems.  There is no doubt that having
     contact with classmates is very important, whether for academic
     discussion or just moral support.  I have difficulty understanding
     why a university, which has the resources to offer CMC to its
     distance ed students, has yet to do so.  I have noticed an
     unmistakable lack of interest on the part of faculty, however -- a
     factor which needs to be addressed.

 NP> It is my experience that cmc often works best where the need is 
 NP> strongest - either through real isolation and desire to communicate,
 NP> or through real motivation to access education.

     Absolutely.  Without need or interest, or preferably both, CMC
     will only solicit the much observed yawn.

 NP> So do we recommend the increased use of cmc in developing countries
 NP> - despite all the problems which we experience even in developed 
 NP> countries?

     We can recommend all we want.  I doubt it will make much difference.
     I remember in the 60's when Biafra was the concern of the decade.
     To illustrate the bizarre concerns of people, a comedy show had
     two high-society ladies chatting about how their ladies' auxiliary
     had decided to send a set of sterling silver cutlery to the Biafrans.
     I wonder if a bit of that isn't happening here.

     Gord


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