scholarly journals Other-Attentiveness in Video Consultation Openings: A Conversation Analysis of Video-Mediated Versus Face-to-Face Consultations

2019 ◽  
Author(s):  
Wyke Stommel ◽  
Harry van Goor ◽  
Martijn Stommel
Keyword(s):  
Conversation Analysis ◽  
Self Report ◽  
Pathology Report ◽  
Mediated Communication ◽  
Suitable Alternative ◽  
Face To Face ◽  
Video Consultation

Abstract For patients recovering from surgery, a video consultation is a suitable alternative to conventional consultations. Video consultations have been found to be beneficial, but little is known about their organization, compared to face-to-face consultations. In this article, we explore potential extra interactional work conducted by participants in video-mediated consultations. We focus on the beginning of the consultation. Our data consist of 39 recorded, postoperative, oncological consultations, both face-to-face and through video-mediated communication (VMC), which we analyzed using conversation analysis. Although surgeons commonly launched the beginning with an announcement of the pathology report as the reason for the consultation, we found that in VMC, “how are you?” was regularly inserted after the testing of the technology. The question is a suitable strategy, as it displays overt other-attentiveness, while also being medically relevant. However, subsequently, surgeons may unilaterally close the elicited self-report to then address the pathology report. Thus, the “extra interactional work” of other-attentiveness is again attenuated.

Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning

2016 ◽  
Vol 6 (2) ◽  
pp. 19-34 ◽  
Author(s):  
David Brown
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Self Report ◽  
Control Group ◽  
Reciprocal Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Language Tests ◽  
French Speaking ◽  
Oral Expression

In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.

Through a Screen Darkly: Use of Computer-Mediated Communication Predicts Emotional Functioning

2019 ◽  
Vol 123 (6) ◽  
pp. 2305-2332 ◽  
Author(s):  
Sarah Myruski ◽  
Jean M. Quintero ◽  
Samantha Denefrio ◽  
Tracy A. Dennis-Tiwary
Keyword(s):  
Emotion Regulation ◽  
Emotional Functioning ◽  
Computer Mediated Communication ◽  
Well Being ◽  
Self Report ◽  
Emotion Detection ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Facebook Use

Despite the pervasive use of computer-mediated communication, relatively little is known about its implications for emotional adjustment. Recent studies suggest that a preference for computer-mediated communication over other types of communication is associated with emotional vulnerabilities, and its active forms (e.g., direct communication) confer psychosocial benefits compared its passive forms (e.g., browsing Facebook). In this study, we simultaneously examined quality, quantity, and preferences for computer-mediated communication in relation to emotional competencies (emotion detection and regulation) and emotional well-being (self-report of mood and anxiety symptoms). In Study 1, participants ( N = 123) completed a facial morphing task, a computerized assessment of the speed and accuracy of emotion detection, and the Social Media and Communication Questionnaire assessing quantity and preferences to communicate via computer-mediated communication versus face-to-face. More use of computer-mediated communication along with preferring it for casual communication, was associated with faster and more accurate emotion detection. More use of computer-mediated communication, along with preferring it for positive communication and expressing distress, was associated with more difficulties with emotion regulation. Study 2 ( N = 32) added a task-based assessment of active and passive Facebook use in relation to measures of emotional functioning in Study 1. More active Facebook use was associated with greater emotional well-being, whereas more passive Facebook use was associated with less emotional well-being. Active and passive Facebook use was not significantly associated with self-report of broader computer-mediated communication preferences. Together, results suggest that greater use and preference for computer-mediated versus face-to-face communication may be related to heightened emotional sensitivity and more problems with emotion regulation, yet active versus passive use may serve to bolster emotional well-being.

scholarly journals Navigating Turn-Taking and Conversational Repair in an Online Synchronous Course

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Yvonne Earnshaw
Keyword(s):  
Conversation Analysis ◽  
Computer Mediated Communication ◽  
Conversational Analysis ◽  
Mediated Communication ◽  
Software Application ◽  
Face To Face ◽  
Communication Problems ◽  
Computer Mediated ◽  
Conversational Repair ◽  
Audio Communication

In face-to-face conversations, speaker transitions (or hand-offs) are typically seamless. In computer mediated communication settings, speaker hand-offs can be a bit more challenging. This paper presents the results of a study of audio communication problems that occur in an online synchronous course, and how, and by whom, those problems are resolved. Data were collected from chat transcripts and audio transcripts from a graduate level discourse and conversation analysis course that used WebEx, an audioconferencing software application that also has a chat channel. Using a conversational analysis approach, data were analyzed to identify when speaker hand-offs occurred to determine related patterns of confirmation strategies and repair sequences. Findings showed several different approaches to smooth speaker hand-offs. In cases where hand-offs were not smooth, corrections were attempted by either fixing the problem or moving on. There were also instances in which parties encountered technical difficulties with the audio or Internet connectivity. Parties used the chat channel to indicate they were having trouble. The instructor’s role was to troubleshoot, call upon students, and move the discussion along. This study provides some insight on how chat can be used in a discussion-based, online synchronous course to identify technical difficulties with a called-upon speaker and how the correction is made.

Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning

2019 ◽  
pp. 1746-1763
Author(s):  
David Brown
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Self Report ◽  
Control Group ◽  
Reciprocal Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Language Tests ◽  
French Speaking ◽  
Oral Expression

In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.

Effects of Mediated Communication on Conflict Behavior, Resolution, and Affect in Romantic Couples

2021 ◽  
pp. 026540752110408
Author(s):  
Erin K. Ruppel ◽  
Maura R. Cherney ◽  
Samantha F. Quinn ◽  
Riley J. Richards
Keyword(s):  
Conflict Resolution ◽  
Negative Affect ◽  
Text Messaging ◽  
Self Report ◽  
Conflict Behavior ◽  
Positive And Negative Affect ◽  
Mediated Communication ◽  
Romantic Couples ◽  
Face To Face ◽  
Conflict Behaviors

Mediated communication such as text messaging influences how romantic couples engage in and perceive conflict interactions, but the precise nature of these effects is unclear. We randomly assigned 43 romantic couples to engage in a conflict interaction either face-to-face ( n = 23 couples) or using a text-based messaging application ( n = 20 couples). Participants completed self-report measures of positive and negative conflict behaviors (e.g., humor and hostility), perceived progress toward conflict resolution, and positive and negative affect (e.g., inspired and afraid). Participants who engaged in more positive conflict behaviors reported more progress toward conflict resolution and more positive affect. Positive conflict behaviors were lower in text-based than face-to-face interactions. Progress toward conflict resolution, positive and negative affect, and negative conflict behaviors did not differ between text-based and face-to-face conflict interactions. The findings highlight the utility of examining both positive and negative conflict behaviors in mediated conflict and suggest that future research should further examine when and how participants compensate for a lack of nonverbal cues in mediated conflict.

scholarly journals Clarification and repair in emergency remote EFL classes

2021 ◽  
Vol 8 (2) ◽  
pp. 161-184
Author(s):  
Antonella Giacosa
Keyword(s):  
Conversation Analysis ◽  
Participant Observation ◽  
Mediated Communication ◽  
Verbal Cues ◽  
Interactional Competence ◽  
Digital Platforms ◽  
Face To Face ◽  
Multimodal Interactions ◽  
Teachers And Students ◽  
Tone Of Voice

During the sudden shift in education onto digital platforms due to the Covid-19 emergency, teachers became streamers and experimented with new tools to involve their students in video-mediated, multi-floor, multiparticipant, and multimodal interactions. In turn, students experienced new ways to participate in lessons and interact with instructors. This study focuses on clarification and repair in videoconferencing as a strategy to address trouble in video-mediated communication and to re-establish mutual understanding. Through participant observation of online classes, the researcher collected data on classroom interactions, which are analyzed through conversation analysis. The findings show how the digital affordances of video-mediated conversation help teachers and students manage intersubjectivity and compensate for the lack of non-verbal cues typical in face-to-face interaction, such as facial expressions or tone of voice. Consequently, this article argues that the wisdom gained during the pandemic can help teachers and lecturers better deal with clarification and repair in digital conversations. Ultimately, it can increase their digital interactional competence, thus giving way to more interaction and learning in EFL classes, both online and in-person. Key words: EMERGENCY REMOTE EDUCATION, CONVERSATION ANALYSIS, CLARIFICATION, REPAIR, EFL Durante la migración hacia las plataformas digitales en la educación debido a la emergencia sanitaria del Covid-19, el profesorado se ha convertido en transmisor digital y ha experimentado con nuevas herramientas para implicar a su alumnado en conversaciones mediadas por vídeo multiparticipativas y multimodales. A su vez, el alumnado ha experimentado nuevas formas de participación en las clases y de interacción con el profesorado. Este estudio se centra en la aclaración y en la reparación en las videoconferencias como una estrategia para afrontar los problemas en la comunicación mediada por vídeo y restablecer el entendimiento mutuo entre docentes y estudiantes. Mediante la observación participante de las sesiones en línea, la investigadora recogió datos sobre las interacciones en clase que son analizados a través del análisis conversacional. Los resultados muestran cómo las posibilidades digitales de la conversación mediada por vídeo ayudan al profesorado y al alumnado a manejar la intersubjetividad y a compensar la falta de señales no verbales propias de la interacción cara a cara, como son las expresiones faciales o el tono de voz. En consecuencia, en este artículo se sostiene que el conocimiento adquirido durante la pandemia puede ayudar al profesorado a afrontar mejor la aclaración y la reparación en las conversaciones digitales. En última instancia, este conocimiento puede aumentar la competencia interactiva digital del profesorado dando lugar a una mayor interacción y a un mayor aprendizaje en las clases de inglés como lengua extranjera, tanto en línea como presenciales. Palabras clave: EDUCACIÓN REMOTA DE EMERGENCIA, ANÁLISIS DE LA CONVERSACIÓN, ACLARACIÓN, REPARACIÓN, EFL Durante l'improvvisa migrazione della didattica sulle piattaforme digitali dovuto all'emergenza Covid-19, i docenti sono diventati streamer e hanno sperimentato nuovi strumenti per interagire e coinvolgere i propri studenti in conversazioni mediate dal il video. A loro volta, gli studenti hanno sperimentato nuovi modi per partecipare alla lezione e interagire con i professori e fra loro. Questo studio si concentra sul chiarimento e la riparazione nella videoconferenza come strategie per affrontare i problemi nella comunicazione mediata dal video e ristabilire la comprensione reciproca. Attraverso l'osservazione partecipante delle lezioni online, sono stati raccolti dati sulle interazioni in classe e sono poi stati analizzati attraverso l'analisi della conversazione. I risultati mostrano come alcune caratteristiche della conversazione mediata dal video aiutino insegnanti e studenti a gestire l'intersoggettività e a compensare la mancanza di segnali non verbali tipici dell'interazione in presenza, come le espressioni facciali o il tono di voce. Si sostiene che la consapevolezza guadagnata durante la pandemia può aiutare i docenti a capire come affrontare il chiarimento e la riparazione nelle conversazioni digitali. Inoltre, può aumentare la loro competenza interattiva digitale, permettendo a una maggiore interazione e apprendimento nelle classi EFL, sia online che in presenza. Parole chiave: ISTRUZIONE A DISTANZA IN EMERGENZA, ANALISI DELLA CONVERSAZIONE, CHIARIMENTO, RIPARAZIONE, EFL

Associations Between Parents’ and Young Adults’ Face-to-Face and Technologically Mediated Communication Competence: The Role of Family Communication Patterns

2018 ◽  
Vol 46 (8) ◽  
pp. 1171-1196 ◽  
Author(s):  
Ningxin Wang ◽  
David J. Roaché ◽  
Kimberly B. Pusateri
Keyword(s):  
Young Adults ◽  
Family Communication ◽  
Communication Competence ◽  
Communication Patterns ◽  
Self Report ◽  
Communication Effectiveness ◽  
Family Communication Patterns ◽  
Mediated Communication ◽  
Face To Face

This study examined associations between parents’ and young adults’ communication competence in the contexts of face-to-face (FtF) and technologically mediated communication (TMC). We investigated the role of family communication patterns in parental socialization of communication competence. In our investigation, we focused on two distinct aspects of communication competence: effectiveness and appropriateness. Analyzing self-report data of 104 parent-child dyads, we found that parents’ self-reported FtF communication appropriateness was directly associated with children’s self-reported FtF and TMC appropriateness. Children’s reports of conversation orientation were positively associated with their self-reported FtF and TMC effectiveness. Additionally, parents’ reports of conformity orientation were positively linked to children’s self-reported FtF communication appropriateness. These findings suggest that parental influences may manifest through different mechanisms for children’s communication effectiveness and appropriateness. Further, parents and family communication play important roles in children’s development of communication competence not only in FtF interactions, but also in TMC interactions.

Application of the Non-adoption, Abandonment, Scale-up, Spread and, Sustainability (NASSS) Framework to evaluate the role of technology in the Pathways to Comorbidity Care (PCC) implementation project to improve management of comorbid substance use and mental disorders

2020 ◽  
Author(s):  
MariaGabriela Uribe Guajardo ◽  
Andrew James Baillie ◽  
Eva Louie ◽  
Vicki Giannopoulos ◽  
Katie Wood ◽  
...  
Keyword(s):  
Substance Use ◽  
Clinical Supervision ◽  
Mental Health Problems ◽  
Scale Up ◽  
Structured Interview ◽  
Barriers And Facilitators ◽  
Self Report ◽  
Evidence Based ◽  
Face To Face ◽  
Drug And Alcohol

Abstract (250 words)In substance use treatment settings, there is a high prevalence of comorbid mental health problems. Yet an integrated approach for managing comorbidity, implementation of evidence-based intervention in drug and alcohol settings remains problematic. Technology can help the adoption of evidence-based practice and successfully implement effective treatment health care pathways. This study sought to examine aspects of electronic resources utilisation (barriers and facilitators) by clinicians participating in the PCC training. MethodA self-report questionnaire and a semi-structured interview was designed to measure overall satisfaction with the PCC portal and e-resources available throughout the 9-month intervention for participating clinicians. An adapted version of the ‘Non-adoption, Abandonment, Scale-up, Spread and, Sustainability’ (NASSS) framework was used to facilitate discussion in regards to the study findings. ResultsA total of 20 clinicians from drug and alcohol services responded to all the measures. Facilitators of portal use included: i. clinician acceptance of the PCC portal; ii. guidance from the clinical supervisor or clinical champion that encouraged the use of e-resources. Some of the barriers included: i. complexity of the illness (condition), ii. clinicians’ preference (adopter system) for face-to-face resources and training modes (e.g. clinical supervision, clinical champion workshops), and iii. lack of face-to-face training on how to use the portal (technology and organisation).ConclusionBased on the NASSS framework, we were able to identify several barriers and facilitators including such as the complexity of the illness, lack of face-to-face training and clinician preference for training mediums. Recommendations include ongoing consultation of clinicians to assist in the development of tailored e-health resources and offering in-house training on how to operate and effectively utilise these resources.

scholarly journals Risk Factors for Oral Health in Anorexia Nervosa: Comparison of a Self-Report Questionnaire and a Face-to-Face Interview

2021 ◽  
Vol 18 (8) ◽  
pp. 4212
Author(s):  
Hélène Rangé ◽  
Alice Pallier ◽  
Aminata Ali ◽  
Caroline Huas ◽  
Pierre Colon ◽  
...  
Keyword(s):  
Risk Factors ◽  
Anorexia Nervosa ◽  
Oral Health ◽  
Statistical Tests ◽  
The Self ◽  
Self Report ◽  
Short Version ◽  
Oral Diseases ◽  
Face To Face ◽  
Local Risk

Behavioral, nutritional, and local risk factors for oral health are frequent in people with anorexia nervosa. However no self-report questionnaire is available for screening in clinical practice or for research purposes. The objective of this study was to design a questionnaire to identify risk factors and symptoms of oral diseases and to test its reliability as a self-report form among people with anorexia nervosa. A 26-item questionnaire was designed based on a sound literature review performed by a group of dentists, psychiatrists, and epidemiologists specialized in the field of eating disorders. Sixty-nine anorexia nervosa inpatients (mean age 18.72 ± 5.1) were included from four specialized units. The questionnaire was first self-reported by the patients, then the same questionnaire was administrated by a dentist during a structured face-to-face interview as the gold standard. The concordance between the two forms was evaluated globally and item per item using Cohen’s kappa statistical tests. The overall concordance between the self-report questionnaire and the face-to-face structured interview was 55%. Of the 26 items, 19 showed significant concordance. Items relating to water intake, extracted teeth, gingival status, and oral hygiene had the best concordance (all kappa coefficients > 0.4). A questionnaire that identifies risk factors and symptoms of oral diseases in anorexia nervosa was developed and tested. The 26-item form of the questionnaire (long version) is moderately reliable as a self-reported form. A short version of the questionnaire, including the 10 most reliable items, is recommended for oral risk assessment in patients with anorexia nervosa. The clinical value of the self-administered questionnaire remains to be evaluated.

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