Decoding Media Use: Theoretical Examination of Online Communication in Instruction

Abstract

This paper examines media use and media choice in computer-mediated communication (CMC) within instructional contexts, with particular attention to their theoretical frameworks. 24 journal articles were analyzed; 15 studies were grounded in the positivist paradigm, and nine interpretivist studies. Positivist research primarily employed technology- and learning-oriented theories, including technology acceptance, media richness, media synchronicity, uses and gratifications, the cognitive theory of multimedia learning, and the MAIN model, alongside learning frameworks such as cognitivism, constructivism, social learning, social presence, engagement, and dual coding. Studies on social aspects of CMC drew on social presence, channel complementarity, and media multiplexity theories. Interpretivist studies, largely exploratory or case-based, applied social constructivism, virtual communities of practice, the TPACK framework, cultural historical activity theory, and student technology use frameworks to examine media practices, interaction, and motivation. Overall, findings indicate that instructional CMC media choices are assessed based on their effectiveness in supporting content delivery, learner engagement, and learning outcomes, highlighting the need for pedagogically grounded media selection.