Action research: Lessons learned from a multi-iteration study of computer-mediated communication in groups

2003 ◽  
Vol 46 (2) ◽  
pp. 105-128 ◽  
Author(s):  
N. Kock
Keyword(s):  
Action Research ◽  
Computer Mediated Communication ◽  
Lessons Learned ◽  
Mediated Communication ◽  
Computer Mediated

Revealing Student Blogging Activities Using RSS Feeds and LMS Logs

2012 ◽  
pp. 234-249
Author(s):  
Michael Derntl
Keyword(s):  
Computer Mediated Communication ◽  
Activity Patterns ◽  
Lessons Learned ◽  
The Body ◽  
Mediated Communication ◽  
Activity Data ◽  
Computer Mediated ◽  
Rss Feeds ◽  
First Time

Blogs are an easy-to-use, free alternative to classic means of computer-mediated communication. Moreover, they are authentically aligned with web activity patterns of today’s students. The body of studies on integrating and implementing blogs in various educational settings has grown rapidly recently; however, it is often difficult to distill practical advice from these studies since the application contexts, pedagogical objectives, and research methodology differ greatly. This paper takes a step toward an improved understanding of employing blogs in education by presenting a follow-up case study on using blogs as reflective journals in an undergraduate computer-science lab course. This study includes lessons learned and adaptations following from the first-time application, the underlying pedagogical strategy, and a detailed analysis and discussion of blogging activity data obtained from RSS feeds and LMS logs.

Revealing Student Blogging Activities Using RSS Feeds and LMS Logs

2010 ◽  
Vol 8 (3) ◽  
pp. 16-30 ◽  
Author(s):  
Michael Derntl
Keyword(s):  
Computer Mediated Communication ◽  
Activity Patterns ◽  
Lessons Learned ◽  
The Body ◽  
Mediated Communication ◽  
Activity Data ◽  
Computer Mediated ◽  
Rss Feeds ◽  
First Time

Blogs are an easy-to-use, free alternative to classic means of computer-mediated communication. Moreover, they are authentically aligned with web activity patterns of today’s students. The body of studies on integrating and implementing blogs in various educational settings has grown rapidly recently; however, it is often difficult to distill practical advice from these studies since the application contexts, pedagogical objectives, and research methodology differ greatly. This paper takes a step toward an improved understanding of employing blogs in education by presenting a follow-up case study on using blogs as reflective journals in an undergraduate computer-science lab course. This study includes lessons learned and adaptations following from the first-time application, the underlying pedagogical strategy, and a detailed analysis and discussion of blogging activity data obtained from RSS feeds and LMS logs.

The Trouble with Cyberpragmatics

2017 ◽  
Vol 7 (1) ◽  
pp. 50-65 ◽  
Author(s):  
Marina Erica Orsini-Jones ◽  
Elwyn Lloyd ◽  
Michael Cribb ◽  
Fiona Lee ◽  
Gwenola Bescond ◽  
...  
Keyword(s):  
Action Research ◽  
Communicative Competence ◽  
Computer Mediated Communication ◽  
Intercultural Communicative Competence ◽  
Intercultural Learning ◽  
Mediated Communication ◽  
Threshold Concept ◽  
Computer Mediated ◽  
New Learning

This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and staff. The integration of telecollaboration into the curriculum has highlighted problematic aspects of the development of intercultural communicative competence (ICC), such as cyberpragmatics (Yus, 2011). Cyberpragmatics is intended here as the skill of understanding others' intended meanings in computer-mediated communication. It is suggested that cyberpragmatics in online intercultural learning exchanges is a ‘Threshold Concept' (TC) (Meyer & Land, 2005, p. 375), i.e. a key concept that is troublesome to understand as it is challenging to the identity of the learner, but which could open new learning horizons to the students who do manage to grasp it.

The Trouble With Cyberpragmatics

2020 ◽  
pp. 1121-1137
Author(s):  
Marina Erica Orsini-Jones ◽  
Elwyn Lloyd ◽  
Michael Cribb ◽  
Fiona Lee ◽  
Gwenola Bescond ◽  
...  
Keyword(s):  
Action Research ◽  
Communicative Competence ◽  
Computer Mediated Communication ◽  
Intercultural Communicative Competence ◽  
Intercultural Learning ◽  
Mediated Communication ◽  
Threshold Concept ◽  
Computer Mediated ◽  
New Learning

This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and staff. The integration of telecollaboration into the curriculum has highlighted problematic aspects of the development of intercultural communicative competence (ICC), such as cyberpragmatics (Yus, 2011). Cyberpragmatics is intended here as the skill of understanding others' intended meanings in computer-mediated communication. It is suggested that cyberpragmatics in online intercultural learning exchanges is a ‘Threshold Concept' (TC) (Meyer & Land, 2005, p. 375), i.e. a key concept that is troublesome to understand as it is challenging to the identity of the learner, but which could open new learning horizons to the students who do manage to grasp it.

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