scholarly journals Computer-Mediated Communication

Communication ◽  
2015 ◽  
Author(s):  
Eun-Ju Lee ◽  
Soo Youn Oh
Keyword(s):  
Contextual Information ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Group Processes ◽  
Dyadic Interaction ◽  
Human Communication ◽  
Mediated Communication ◽  
Self Identity ◽  
Face To Face ◽  
Computer Mediated

Computer-mediated communication (CMC) is an umbrella term that encompasses various forms of human communication through networked computers, which can be synchronous or asynchronous and involve one-to-one, one-to-many, or many-to-many exchanges of text, audio, and/or video messages. Early research has focused largely on how mediation by technology alters the processes and outcomes of social interaction and group processes, addressing issues such as how people express and construe self-identity, form and manage impressions, develop and maintain relationships, build communities, collaborate at a distance and make collective decisions, mostly in contrast to non-mediated, face-to-face communication. As such, core theories that guided earlier studies highlight the dearth of socio-contextual information as the defining characteristic of CMC working to its disadvantage. However, they were soon challenged by alternative models underscoring individual users’ active accommodation to the limited channel capacity and even more strategic appropriation of the constraints of the medium. In a similar vein, the dichotomous view that differentiates the “real” from the “virtual” gradually was replaced by the perspective that underscores the blurring boundary and the fluid interaction between the two. At the same time, researchers have also investigated who turns to online communication as opposed to offline, face-to-face interaction, and with what consequences. Going beyond dyadic interaction between unacquainted individuals, social and psychological implications of CMC have also been examined in various contexts, such as distributed workgroups (computer-supported cooperative work: CSCW), social network sites (SNSs), and online games.

Cyber Conflict and Management

2012 ◽  
pp. 1088-1095
Author(s):  
Kumi Ishii ◽  
Brittany R. Black
Keyword(s):  
Daily Life ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Research Directions ◽  
Face To Face ◽  
Computer Mediated ◽  
Future Research Directions ◽  
Cyber Conflict

With the diffusion of networked technology in our society, online communication has become an integral part of daily life, and conflict no longer occurs only in face-to-face (FtF) contexts. Many people experience cyber conflict (i.e., a perceived incompatibility of goals among two or more cyber parties over computer-mediated communication (CMC) or online communication) and manages it online. While research in this significant and emerged topic is scattered across contexts and disciplines, this chapter provides preliminary knowledge by discussing the antecedents and outcomes of cyber conflict as well as factors that affect cyber conflict management. The chapter also offers future research directions.

ArtView: Transforming Image Databases into Collaborative Learning Spaces

1997 ◽  
Vol 16 (4) ◽  
pp. 317-332 ◽  
Author(s):  
Geri Gay ◽  
Kirsten Boehner ◽  
Tara Panella
Keyword(s):  
Contextual Information ◽  
Computer Mediated Communication ◽  
Communication Tool ◽  
Learning Spaces ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Shared Space ◽  
College Course ◽  
Compare And Contrast

Considering the educational importance of dialogue among students, faculty, and professionals, this article examines a computer-mediated communication tool designed to support online learning through conversation. ArtView, developed by Cornell University's Interactive Multimedia Group, allows groups of learners to converse from disparate locations in a shared space while viewing an image that has been pre-loaded by the instructor. An online database provides a ready-reference, allowing the instructor to customize background or contextual information necessary to supplement the online conversations. This article describes and reports the results of user-testing conducted in conjunction with a college course, “Art in the Electronic Age.” Through qualitative techniques, learners compare and contrast their experiences in a face-to-face guided visit and discussion with a computer-mediated viewing and discussion using ArtView. Museums were seen as providing an attractive element of personal choice and an outstanding physical viewing environment. ArtView lacked these elements and tended to homogenize the artworks with its two-dimensional display limitations. However, most students reported levels of satisfaction with the quality and convenience of the computer-mediated communication (CMC) aspects sufficient to make up for the limitations. The article concludes with suggestions on how educators might augment learning by combining the strengths of the online and museum experiences.

The Nature of ‘Talk’ in Synchronous Computer-Mediated Communication in a Vietnamese Tertiary EFL Context

2012 ◽  
pp. 89-112
Author(s):  
Long V. Nguyen ◽  
Cynthia White
Keyword(s):  
Computer Mediated Communication ◽  
Group Processes ◽  
Mediated Communication ◽  
Efl Learners ◽  
Online Groups ◽  
Face To Face ◽  
Computer Mediated ◽  
Central Vietnam ◽  
First Time ◽  
Level Of Analysis

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.

The Nature of 'Talk' in Synchronous Computer-Mediated Communication in a Vietnamese Tertiary EFL Context

2011 ◽  
Vol 1 (3) ◽  
pp. 14-36 ◽  
Author(s):  
Long V. Nguyen ◽  
Cynthia White
Keyword(s):  
Computer Mediated Communication ◽  
Group Processes ◽  
Mediated Communication ◽  
Efl Learners ◽  
Online Groups ◽  
Face To Face ◽  
Computer Mediated ◽  
Central Vietnam ◽  
First Time ◽  
Level Of Analysis

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.

On Behavioural Responses and Different Shades of Flaming in Social Media and Computer Mediated Communication

2016 ◽  
Vol 7 (4) ◽  
pp. 33-49
Author(s):  
Ruchi Verma ◽  
Nitin Nitin ◽  
Amit Srivastava
Keyword(s):  
Computer Mediated Communication ◽  
Online Communication ◽  
Probit Model ◽  
Controversial Issues ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
The Social ◽  
Confined Environment ◽  
Sensitive Issues

Computer mediated communication has connected the globe in such a way that today the whole world connects with a common thread. It has broken all cultural, social, religious and geographic barriers bringing the world at a zero distance level. Unfortunately, among its innumerable advantages, online communication has developed a darker side to it called flaming. With the freedom that online communication offers, the users have started infiltrating conversation with hostile and offensive exchange of words. Due to the absence of face to face interaction, there are various factors such as anonymity, lack of familiarity, absence of social cordiality and etiquettes that promote flaming. This study takes a look at the social context in which flaming occurs. This paper involves a study conducted on one subject in a confined environment. It focuses on the flaming tendencies and patterns. An effort is done to analyze the factors that affect flaming. The response of the online users on current and controversial issues is recorded. It is generally the sensitive issues that attract flaming. Also non met friends have a tendency to shed their inhibitions and involve blatantly in flaming. Another observation is that the male gender has more inclination towards flaming and involves more in contemptuous comments. The Probit Model is used to analyze the recorded responses and draw the conclusions.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

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