A social perspective on teaching and learning in the context of computer-mediated communication in teacher education

1999 ◽  
Vol 8 (3) ◽  
pp. 349-360 ◽  
Author(s):  
Brian Hudson
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Social Perspective ◽  
Mediated Communication ◽  
Computer Mediated

Strategies for Blended Approaches in Teacher Education

2011 ◽  
pp. 39-61 ◽  
Author(s):  
Ruth Geer
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Warning Signs ◽  
First Year ◽  
Mediated Communication ◽  
Study Approach ◽  
Computer Mediated ◽  
First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

scholarly journals Courseware And Small Group Development: A Comparative Analysis

2011 ◽  
Vol 3 (12) ◽  
Author(s):  
Barbara Mihm ◽  
Karlene Ferrante
Keyword(s):  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Group Development ◽  
State University ◽  
Mediated Communication ◽  
Scholarship Of Teaching ◽  
Face To Face ◽  
Education Class ◽  
Computer Mediated ◽  
Technology Tool

The scholarship of teaching and learning is the basis for this research, which investigated the use of the information technology tool- courseware or software that facilitates collaboration in classroom settings. The study focuses on the use of computer-mediated communication as a tool for group decision-making. The study compared a distance education class in the Collaborative Degree Program at regional mid-size state university to a face-to-face course taught at the same university. The purpose of this work is to better understand group interaction in computer-mediated situations. The results of this study contribute to a growing body of research on the ways evolving technologies impact group collaboration.

scholarly journals Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context

2017 ◽  
Vol 5 (2) ◽  
pp. 307 ◽  
Author(s):  
Muna Al-Mutairy ◽  
Nadia Shukri
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Internet Technology ◽  
Learning Collaborative ◽  
Mediated Communication ◽  
School Students ◽  
Collaborative Activity ◽  
Instructional Content ◽  
Computer Mediated

<p><em>This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material.</em><em> A qualitative approach was used in the data collection process. </em><em>Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. </em><em>Based on the findings some suggestions and recommendations were provided</em><em> as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.</em><em></em></p>

The Use of the CMC Tool AMANDA in the Teaching of English

2011 ◽  
pp. 307-321
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

A Way Out of the Information Jungle

2012 ◽  
pp. 180-201
Author(s):  
Isa Jahnke
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Technical Community ◽  
Computer Mediated ◽  
Technology Platforms ◽  
Information And Communication ◽  
Learning Scenarios ◽  
Large Groups

The emergence of community-oriented Information and Communication Technology platforms, e.g., forum software or wikis, the penetration of media in society has increased. In academia, forms of communication and cooperation to share knowledge are changing under open Web 2.0 conditions. In this regard, teaching and learning scenarios are moving towards technology-enhanced lifelong learning communities. This contribution presents the results of a longitudinal study of a Socio-Technical Community (STC) launched in 2002. The STC, which supports the study organization as well as teaching and learning in higher education, has been evaluated from its founding to its sustainable development and transformation phase in 2009. The study shows results in three specific areas: The learners’ satisfaction with the STC, the type and quality of use, and if the STC is a helpful support for students to progress through their studies more efficiently than without an STC. The central conclusion is that spaces for computer-mediated communication are important for students regarding informal learning about organizing their own studies. Informal learning with a socio-technical community is more effective than without due to its individualization of learning in large groups.

ePortfolios and the Communicative Intellect in Online Education

2013 ◽  
pp. 62-73
Author(s):  
Rich Rice
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Teaching And Learning ◽  
Computer Mediated

According to Nielsen Internet ratings, YouTube totaled over 100 million unique users the month this chapter was written. What are those ratings today? Moreover, the number of times-per-day many individuals compose Facebook news feeds and profile content is equally staggering. Students inhabit these media-rich spaces, and if educators do not construct online teaching and learning environments, such as ePortfolios, in ways that effectively capitalize on students’ literacies in computer-mediated communication, those educators are in danger of limiting students’ communicative intellect. More to the point, educators are in danger of graduating functionally illiterate students according to what constitutes literacy in today’s interactive age.

scholarly journals Artificial intelligence in safety system

2018 ◽  
Vol 185 ◽  
pp. 00009
Author(s):  
Li-Shan Chen ◽  
Yen-Ming Tseng ◽  
Xiao-Na Lin
Keyword(s):  
Learning Environment ◽  
Remedial Education ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Learning System ◽  
After School ◽  
Mediated Communication ◽  
Educational Organization ◽  
Computer Mediated ◽  
Extensible Markup

This research aims to study learning environment, and let the learning environment become smart. Swarm intelligence, cloud computing, and active Ultra-High Frequency RFID were used on it. We built friendly human-computer-interface software for users to use as pad phone. The Extensible Markup Language (XML) and C sharp language were used in this research. If the users begin to search, the kernel safety learning system automatically communicates with other RFID readers by agents, and the agents can search the closer camera for users. This study’s result has successfully implemented to Chin-Huo educational organization, and it would be helpful for the paterfamilias to hold all situations about their children at Chin-Huo educational organization. Paterfamilias can understand their children’s learning, going to Chin-Huo and leaving Chin-Huo through personal computers, or notebooks simultaneously or asynchronously by the computer-mediated communication. That will be great help in the grip of whole after-school remedial education, teaching and learning situation.

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