Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1076-1081
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments.

Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1164-1168 ◽  
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Learning Processes ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments. Since standard learning environments involve both formal and informal communication, it seems reasonable to claim that without informal communication students and faculty would have difficulties in sustaining the learning processes. Beyond the ever-growing exchange of formal content, the opportunity of informal communication appears increasingly essential for the successful pursuit of online studies.

Computer-Mediated Communication

2009 ◽  
pp. 1547-1568
Author(s):  
J. Michael Blocher
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Research Agenda ◽  
Communication Systems ◽  
Electronic Communication ◽  
Computer Mediated Communication ◽  
Virtual Learning Environments ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Mediated Communications

Advancements in information technology have transformed much in all aspects of today’s society. In particular, synchronous and asynchronous electronic communication systems support countless interactions every day. However, these communication systems have specific limitations that can cause miscommunications as well. Because of that, computer-mediated communications (CMC) has been a robust research agenda in many disciplines. This is especially true of education, where online learning has become common place in all but a few universities, thus requiring learners to interact via CMC within virtual learning environments. This chapter will use educational CMC research as a lens to promote and support an understanding of how to better utilize and facilitate electronic communication, regardless of the field or endeavor.

Computer-Mediated Communication

2011 ◽  
pp. 195-214 ◽  
Author(s):  
J. Michael Blocher
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Research Agenda ◽  
Communication Systems ◽  
Electronic Communication ◽  
Computer Mediated Communication ◽  
Virtual Learning Environments ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Mediated Communications

Advancements in information technology have transformed much in all aspects of today’s society. In particular, synchronous and asynchronous electronic communication systems support countless interactions every day. However, these communication systems have specific limitations that can cause miscommunications as well. Because of that, computer-mediated communications (CMC) has been a robust research agenda in many disciplines. This is especially true of education, where online learning has become common place in all but a few universities, thus requiring learners to interact via CMC within virtual learning environments. This chapter will use educational CMC research as a lens to promote and support an understanding of how to better utilize and facilitate electronic communication, regardless of the field or endeavor.

scholarly journals Teachers’ interaction in combined physical and virtual learning environments:

2021 ◽  
Author(s):  
Katri Hansell ◽  
Michaela Pörn ◽  
Sandra Bäck
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
School Context ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Target Language ◽  
Mediated Communication ◽  
Learning And Teaching

The development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning – that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Computer-Mediated Communication in Virtual Learning Communities

2011 ◽  
pp. 49-53 ◽  
Author(s):  
Lisa Link ◽  
Daniela Wagner
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Semantic Content ◽  
Learning Models ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
E Learning

Computer-mediated communication (CMC) can be simply defined as “communication that takes place between human beings via the instrumentality of computers” (Herring, 1996, p. 1) and the technology used in CMC as “media that facilitate the exchange of semantic content, transmitted through telecommunication networks, processed through one or more computers, between individuals and among groups” (Rice, 1984, p. 438). As a concomitant result of the widespread use of computers and the Internet in the curriculum of higher education as well as the inclusion of various forms of online learning, CMC has become a common communication modality in teaching and learning contexts. Although all forms of CMC can be meaningfully integrated into learning contexts, the majority of CMC at present is nevertheless text based and hence the focus of this contribution. CMC plays a pivotal role in the context of e-learning models in higher education that offer students new forms of learning that would not be possible in a traditional classroom environment. Cooperative and collaborative learning, problem-oriented and project-based learning, as well as authentic learning in which real-world scenarios are simulated, are some examples. In the context of these types of e-learning models, virtual learning communities as well as smaller virtual teams are often an essential component. The learning objectives of these models are manifold, but they generally include offering students the opportunity to acquire, practice and enhance important key competencies required in their future professional work. Hence, communication and media skills as well as the ability to work cooperatively in a virtual team are just as important as the actual subject matter of the course itself.

Computer-Mediated Communication in Virtual Learning Communities

2009 ◽  
pp. 316-322
Author(s):  
Lisa Link ◽  
Daniela Wagner
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Semantic Content ◽  
Learning Models ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
E Learning

Computer-mediated communication (CMC) can be simply defined as “communication that takes place between human beings via the instrumentality of computers” (Herring, 1996, p. 1) and the technology used in CMC as “media that facilitate the exchange of semantic content, transmitted through telecommunication networks, processed through one or more computers, between individuals and among groups” (Rice, 1984, p. 438). As a concomitant result of the widespread use of computers and the Internet in the curriculum of higher education as well as the inclusion of various forms of online learning, CMC has become a common communication modality in teaching and learning contexts. Although all forms of CMC can be meaningfully integrated into learning contexts, the majority of CMC at present is nevertheless text based and hence the focus of this contribution. CMC plays a pivotal role in the context of e-learning models in higher education that offer students new forms of learning that would not be possible in a traditional classroom environment. Cooperative and collaborative learning, problemoriented and project-based learning, as well as authentic learning in which real-world scenarios are simulated, are some examples. In the context of these types of e-learning models, virtual learning communities as well as smaller virtual teams are often an essential component. The learning objectives of these models are manifold, but they generally include offering students the opportunity to acquire, practice and enhance important key competencies required in their future professional work. Hence, communication and media skills as well as the ability to work cooperatively in a virtual team are just as important as the actual subject matter of the course itself.

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