Computer-mediated Communication in Undergraduate Teaching: Web-based conferencing with Lotus Notes/Domino

2000 ◽  
Vol 24 (3) ◽  
pp. 381-394 ◽  
Author(s):  
Peter Vincent
Keyword(s):  
Computer Mediated Communication ◽  
Undergraduate Teaching ◽  
Mediated Communication ◽  
Lotus Notes ◽  
Web Based ◽  
Computer Mediated

Toward a broader understanding of social talk in Web-based courses

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
Linda Reneland-Forsman
Keyword(s):  
Computer Mediated Communication ◽  
School Teachers ◽  
Mediated Communication ◽  
Group Culture ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Narrative Format ◽  
Normative Status

AbstractThe interactive potential of computer-mediated communication has proved more difficult to realize than expected. This study tries to break away from the normative status of speech underlining computer-mediated communication by asking how social talk is manifested in Web-based learning environments. The asynchronous communication of 55 students during a study period of 18 weeks was examined using mediated discourse analysis. The students were training as pre-school teachers in a four-year program. Their ability to create a group culture seemed significant for how they developed group autonomy and were able to handle unexpected incidents or a loose framing. The communication between the students was in narrative format and was lengthy in character; trust and confidence were dropped off as part of a constant construction of group culture. These students did not adopt or develop known means of compensating for the loss of nonverbal clues. There were indications of sharing private concerns and information from other practices in life as a conditional aspect of participation. When having troubles to cope, it was the youngest students who failed.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

ReCALL ◽  
2010 ◽  
Vol 22 (2) ◽  
pp. 112-134 ◽  
Author(s):  
Philip Murphy
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Learning Context ◽  
Mediated Communication ◽  
Web Based ◽  
Remote Locations ◽  
Computer Mediated ◽  
Collaborative Reading

AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981; Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computer-mediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.

scholarly journals Computer-Mediated Communication in Adults With and Without Moderate-to-Severe Traumatic Brain Injury: Survey of Social Media Use (Preprint)

2020 ◽  
Author(s):  
Emily L Morrow ◽  
Fangyun Zhao ◽  
Lyn Turkstra ◽  
Catalina Toma ◽  
Bilge Mutlu ◽  
...  
Keyword(s):  
Social Media ◽  
Brain Injury ◽  
Media Use ◽  
Computer Mediated Communication ◽  
Social Connection ◽  
Mediated Communication ◽  
Social Media Use ◽  
Web Based ◽  
Computer Mediated ◽  
History Of

BACKGROUND Individuals with a history of traumatic brain injury (TBI) report fewer social contacts, less social participation, and more social isolation than noninjured peers. Cognitive-communication disabilities may prevent individuals with TBI from accessing the opportunities for social connection afforded by computer-mediated communication, as individuals with TBI report lower overall usage of social media than noninjured peers and substantial challenges with accessibility and usability. Although adaptations for individuals with motor and sensory impairments exist to support social media use, there have been no parallel advances to support individuals with cognitive disabilities, such as those exhibited by some people with TBI. In this study, we take a preliminary step in the development process by learning more about patterns of social media use in individuals with TBI as well as their input and priorities for developing social media adaptations. OBJECTIVE This study aims to characterize how and why adults with TBI use social media and computer-mediated communication platforms, to evaluate changes in computer-mediated communication after brain injury, and to elicit suggestions from individuals with TBI to improve access to social media after injury. METHODS We conducted a web-based survey of 53 individuals with a chronic history of moderate-to-severe TBI and a demographically matched group of 51 noninjured comparison peers. RESULTS More than 90% of participants in both groups had an account on at least one computer-mediated communication platform, with Facebook and Facebook Messenger being the most popular platforms in both groups. Participants with and without a history of TBI reported that they use Facebook more passively than actively and reported that they most frequently maintain web-based relationships with close friends and family members. However, participants with TBI reported less frequently than noninjured comparison participants that they use synchronous videoconferencing platforms, are connected with acquaintances on the web, or use social media as a gateway for offline social connection (eg, to find events). Of the participants with TBI, 23% (12/53) reported a change in their patterns of social media use caused by brain injury and listed concerns about accessibility, safety, and usability as major barriers. CONCLUSIONS Although individuals with TBI maintain social media accounts to the same extent as healthy comparisons, some may not use them in a way that promotes social connection. Thus, it is important to design social media adaptations that address the needs and priorities of individuals with TBI, so they can also reap the benefits of social connectedness offered by these platforms. By considering computer-mediated communication as part of individuals’ broader social health, we may be able to increase web-based participation in a way that is meaningful, positive, and beneficial to broader social life.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Social Presence in the Web-Based Classroom

2008 ◽  
Vol 13 (1) ◽  
pp. 46-65 ◽  
Author(s):  
Senem Yildiz
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
The United States ◽  
Graduate Courses ◽  
Mediated Communication ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

Social presence is a theory derived from social psychology to explain social interactions in a mediated communication and is defined as the degree to which interlocutors in a communications medium perceive each other as real. This study investigates the effect of computer-mediated communication on the social presence of international students who spoke English as a foreign language in two Web-based graduate courses offered in the United States and aims to explore how linguistic and cultural differences influenced their social presence.

#Virtual Lexicality. The semantics of innovative prefixed verbal anglicisms in German

2017 ◽  
Vol 10 (2) ◽  
pp. 173-203 ◽  
Author(s):  
Heike Baeskow
Keyword(s):  
Digital Media ◽  
Virtual World ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Loan Words ◽  
Internet Users ◽  
Computer Mediated ◽  
Restricted Use ◽  
The One

The increasing influence of the digital media affects not only the behaviour of Internet users, but also calls for constant lexical innovation. Since most of the IT-related vocabulary originated in English, it is a particular challenge to examine how individual lexical items from this domain are processed as loan words in a receptor language. In this article it will be shown that there is a tendency in present-day German to form verbs denoting the use of online services by means of analogy (e.g. googeln > facebooken, youtuben, whatsappen) and that these verbs already participate in native derivational processes. Significantly, web-based searches performed for this study revealed that they occur in the context of the German inseparable prefixes er-, be-, ent-, ver- and zer- at least in computer-mediated communication. Given this behaviour on the one hand and the restricted use on the other, it is assumed here that these hybrid formations are pragmatically motivated. In particular, they allow Internet users to differentiate between real-world activities and corresponding activities simulated in the virtual world. Moreover, it will be argued that the prefixed verbal anglicisms activate slots in the paradigms of the grammaticalized prefixes, where they are paradigmatically related to genuinely native neighbours (e.g. ergoogeln, erfragen, erarbeiten). In the course of the discussion, the analyses will be extended to include borrowed verbs like chatten, liken, or followen, which are also compatible with the prefixes under consideration.

scholarly journals Activating Boxmind: an evaluation of a Web-based video lecture with synchronized activities

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
Richard Joiner ◽  
Catherine Durkin ◽  
Derek Morrison ◽  
Lisa Williams
Keyword(s):  
Perspective Taking ◽  
Test Scores ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Postgraduate Students ◽  
Video Lecture ◽  
Computer Mediated ◽  
Post Test ◽  
Audio Track

The aim of this study was to evaluate the use of synchronous computer-mediated communication activities in a video e-lecture. Previous research has reported that learning is facilitated when communication activities are added to a video lecture. Twelve postgraduate students participated in the study and they viewed a video e-lecture on the perspective-taking theory of communication. The lecture consisted of a video image of the lecturer, an audio track, slides, the transcript and a number of communication activities. They were given a pre-test a week before the lecture and a post-test a week after. They were also asked to rate the helpfulness of various aspects of the lecture. Students' post-test scores were statistically significantly higher than their pre-test scores. They found the audio track, transcript, slides and activities helpful. The most helpful aspects were the communication activities. The implications of these findings are discussed.DOI:10.1080/0968776030110303

Computer-Mediated Communication Learning Environments

2010 ◽  
pp. 38-44
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

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