scholarly journals Everyday use of computer-mediated communication tools and its evolution over time: An ethnographical study with older people

2011 ◽  
Vol 23 (5) ◽  
pp. 543-554 ◽  
Author(s):  
Sergio Sayago ◽  
David Sloan ◽  
Josep Blat
Keyword(s):  
Older People ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Computer Mediated ◽  
Over Time

scholarly journals A Skype-Buddy Model for Blended Learning

2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

scholarly journals A Skype-Buddy Model for Blended Learning

2014 ◽  
pp. 369-386
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students’ needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students’ and professors’ satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

Virtual Communities

2009 ◽  
pp. 1512-1519
Author(s):  
George Kontolemakis
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Semantic Space ◽  
Computer Networking ◽  
Mediated Communication ◽  
Electronic Networks ◽  
Computer Mediated ◽  
Definition Of ◽  
Improved Technology ◽  
Over Time

In recent years, computer-mediated communication has been the enabling factor for connecting people to one another and establishing “virtual relationships” (Igbaria, 1999; Johnston, Raizada, & Cronin, 1996). Virtual communities evolved as users of the early networks utilized them mainly for informal rather than business-related communication. These communities were not planned development in the sphere of computer networking. As this form of interaction increased, the users began to demand better and improved technology and functionality which would assist them in their interactions. “Virtual Communities describe the union between individuals or organizations who share common values and interests using electronic media to communicate within a shared semantic space on a regular basis” (Schubert, 1999). This was one of the first definitions of Virtual Communities. Nowadays, in considering companies that are building or trying to build virtual communities, it seems that the up-to-date definition of Virtual Communities is that these “involve establishing connections on electronic networks among people with common needs so that they can engage in shared discussions that persist and accumulate over time leading to complex webs of personal relationships and an increasing sense of identification with the overall community” (Hagel, 2007).

Supplementing Access to Social Capital Over Time: Computer-Mediated Communication Competence for Social-Resource Development

2019 ◽  
pp. 089443931989550
Author(s):  
Brandon C. Bouchillon
Keyword(s):  
Social Capital ◽  
Computer Mediated Communication ◽  
Social Contact ◽  
Resource Development ◽  
Occupational Prestige ◽  
Social Resource ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Based ◽  
Over Time

Social capital has been declining in America for the better part of a century, as citizens now find themselves connected to fewer people and resources. But computer-based modes of social contact have at the same time opened up new frontiers for expanding and developing personal relationships online. A two-wave U.S. web survey was used to examine the importance of computer-mediated communication (CMC) competence for social-resource development, measured in terms of occupational prestige. CMC competence related to acquiring more total resources over time. It also contributed to accessing a wider range of resources and having more valuable connections on average. When CMC competence was broken down into subscale measures, computer-based motivation contributed to total resources and range in resources, while computer-based attentiveness related to developing better resources. Findings speak to the value of CMC competence for social capital and the waning influence of interpersonal competence in general.

scholarly journals Bridging the Gap between Human Communications and Distance-Learning Activities

2011 ◽  
pp. 102-116 ◽  
Author(s):  
Sébastien George
Keyword(s):  
Distance Learning ◽  
Computer Mediated Communication ◽  
Learning Activities ◽  
Mediated Communication ◽  
Communication Tools ◽  
Communication Services ◽  
Research Issues ◽  
Context Sensitive ◽  
Computer Mediated ◽  
Interesting Approach

This chapter introduces context-aware computer-mediated communication for distance learning systems. It argues that linking deeply communication to learning activities offers an interesting approach to develop the efficiency of systems in facilitating and increasing discussions between learners. To make this link, the author bases his work on various theories, such as communication theories, situated cognition theory, and activity theory. This theoretical study leads to research issues concerning a contextual forum model. The description of the computing implementation of this model aims at giving researchers some possible uses and recommendations in dealing with context-sensitive communication tools. Finally, the chapter mentions futures trends and suggests emerging research opportunities within the field of communication services that are able to adapt dynamically to the user’s activity.

Threaded Discussion

2011 ◽  
pp. 1846-1855 ◽  
Author(s):  
Karen Swan
Keyword(s):  
Computer Mediated Communication ◽  
Time And Space ◽  
Mediated Communication ◽  
Threaded Discussions ◽  
Threaded Discussion ◽  
Subject Line ◽  
Computer Mediated ◽  
Multiple Threads ◽  
Over Time

Threaded discussion is a kind of computer-mediated communication (CMC). Specifically, it is an online dialog or conversation that takes the form of a series of linked messages organized topically. Threaded discussions are text based and asynchronous; they develop over time as participants separated in time and space read and reply to existing messages. Messages in a given thread share a common topic and are linked to each other in the order of their creation. Threaded discussions are particularly useful in online venues where multiple discussions develop at the same time. They grow like crystals, with multiple threads expanding simultaneously rather than evolving linearly. Without them, discussion participants would confront a chaotic, unsorted list of messages on many different topics. By linking responses to messages within a common subject line, threaded discussion makes it easier for participants to focus on one conversation and avoid the distractions of unrelated postings.

scholarly journals ‘I refuse to respond to this obvious troll’: an overview of responses to (perceived) trolling

Corpora ◽  
2015 ◽  
Vol 10 (2) ◽  
pp. 201-229 ◽  
Author(s):  
Claire Hardaker
Keyword(s):  
Hate Speech ◽  
Computer Mediated Communication ◽  
Time And Space ◽  
Mediated Communication ◽  
Linguistic Research ◽  
Computer Mediated ◽  
Efficient Communication ◽  
Fertile Ground ◽  
The Creation ◽  
Over Time

Computer-mediated communication (CMC) provides many benefits, including quick, efficient communication over time and space. At the same time, however, the anonymity it offers can give a sense of impunity, an illusion that behaviour is less hurtful than it really is, and a suppression of empathy. In short, CMC can be a fertile ground for conflict, and one particular manifestation of this is trolling. Trolling involves deliberately attacking others online, typically for amusement's sake. In some cases, it can be taken to such an extreme that it clearly violates UK legislation on hate-speech, abuse and menace. Whilst forensic linguistic research into threatening and abusive language is, however, gradually growing ( Carney, 2014 ; Chakraborti, 2010 : 99–123; and Fraser, 1998 ), there is a shortage of research into linguistic aggression online, and particularly research into trolling (see, however, Binns, 2011 ; Herring et al., 2002 ; and Shin, 2008 ). In endeavouring to contribute to this under-researched area, this paper seeks to address the question, ‘How do users respond to (perceived) trolling?’ The answer to this is elaborated through the creation of a working taxonomy of response types, drawn from 3,727 examples of user discussions and accusations of trolling which were extracted from an eighty-six million word Usenet corpus. I conclude this paper by discussing the limitations and applications of this research.

Firepups at the Lake

2014 ◽  
pp. 206-218 ◽  
Author(s):  
Dona J. Hickey
Keyword(s):  
Computer Mediated Communication ◽  
Front Page ◽  
Mediated Communication ◽  
Social Community ◽  
Identity Creation ◽  
The Public ◽  
Computer Mediated ◽  
The Status ◽  
Political Blog ◽  
Over Time

This chapter examines how a social community was created and developed on a left-leaning political blog, Firedoglake; in particular, it explores how readers, as commenters, engaged each other, establishing credibility, or rhetorically speaking, acquiring and enhancing their ethos and attaining the status of a respected member of the blog’s community. All excerpted threads include pseudonyms or screen names of users and all material from the designated blogs is, of course, in the public domain. In part 2, the chapter describes how the character of the blog itself, Firedoglake, changed over time as it grew to include an increasing number of front-page posters, became generally identified as hypercritical of the Obama administration, and became an umbrella site for smaller blogs under its banner. The discussion in both parts explores identity creation and the question of community in computer-mediated communication.

Sign in / Sign up

Export Citation Format

Share Document