scholarly journals An Empirical Analysis of Formality in Online Communication

2016 ◽  
Vol 4 ◽  
pp. 61-74 ◽  
Author(s):  
Ellie Pavlick ◽  
Joel Tetreault
Keyword(s):  
Empirical Study ◽  
Statistical Model ◽  
Empirical Analysis ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Forums ◽  
Online Discussion Forums

This paper presents an empirical study of linguistic formality. We perform an analysis of humans’ perceptions of formality in four different genres. These findings are used to develop a statistical model for predicting formality, which is evaluated under different feature settings and genres. We apply our model to an investigation of formality in online discussion forums, and present findings consistent with theories of formality and linguistic coordination.

Inter-Animation between Utterances in Collaborative Chat Conversations

2013 ◽  
pp. 63-93
Author(s):  
Traian Rebedea ◽  
Stefan Trausan-Matu ◽  
Costin Chiru
Keyword(s):  
Social Networks ◽  
Computer Science ◽  
Instant Messaging ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Forums ◽  
Collaborative Discourse ◽  
Online Discussion Forums ◽  
Discussion Threads ◽  
New Type

With the wide adoption of instant messaging, online discussion forums, blogs and social networks, online communication has shifted from narration to highly collaborative discussions with multiple authors and discussion threads. However, the theories and methodologies for analyzing this new type of discourse which is different from narration, but also from dialogue, have remained mostly the same. The authors propose a new method for the analysis of this type of discourse, designed especially for multi-party chat conversations where parallel discussion floors and threads exist at the same time. The theoretical underpinning of the inter-animation framework is the detection of links between utterances in order to build a conversation graph that may be used to discover the discussion threads. The framework has been used for analyzing chat conversations of students in Computer Science in order to assess the involvement of each student, the inter-animation of the conversation and the degree of collaborative discourse.

Excuse my poor English: language management in English-language online discussion forums

2015 ◽  
Vol 2015 (232) ◽  
Author(s):  
Jaroslav Švelch
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Discussion Forums ◽  
Language Management ◽  
Mediated Communication ◽  
Online Discussion Forums

AbstractUsing the framework of Language Management Theory (LMT), this article seeks to analyze the ways in which non-native speakers negotiate their position in English-language online discussion forums. Based on the material collected from four discussion forums, competing opinions have been identified regarding the acceptability of “bad English” and the need for language management, i.e. acting upon a perceived lack of compliance to linguistic norms. Some users propose that compliance to communication norms should be enforced in a top-down manner or based on an explicit set of rules, whereas others hold that the community of users can deal with potential communication problems individually in an emergent manner. While the applicability of native speaker norms to the discussion forums is being questioned, non-native speakers, especially in practically oriented forums, tend to perform pre-interaction language management, using disclaimers in their posts, such as “Excuse my poor English”, to avoid potential misunderstandings and to prevent native speaker norms from being applied to them. The article argues for the use of LMT in computer mediated communication research, as it offers a dynamic view of the process in which rules, conventions and norms of online communication are being continuously discussed, negotiated and applied.

scholarly journals Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Carol Johnson ◽  
Laurie Hill ◽  
Jennifer Lock ◽  
Noha Altowairiki ◽  
Christopher Ostrowski ◽  
...  
Keyword(s):  
Deep Learning ◽  
Organizational Design ◽  
Field Experience ◽  
Online Discussion ◽  
Online Discussions ◽  
Task Completion ◽  
Discussion Forums ◽  
Design Based Research ◽  
Online Discussion Forums ◽  
Group Structures

<p class="3">From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.</p>

Sign in / Sign up

Export Citation Format

Share Document