Designing online communication mix for machinery manufacturers

The subject matter of research interest here is the movement of sociological reflection concerning the interplay of public and private realms in social, political and individual life. The focus is on the boundary constructs embodying publicity, which are, first of all, classical models of the space of appearance for free citizens of the polis (H. Arendt) and the public sphere organised by communicative rationality (Ju. Habermas). Alternative patterns are present in modern ideas pertaining to the significance of biological component in public space in the context of biopolitics (M. Foucault), “inclusive exclusion of bare life” (G. Agamben), as well as performativity of corporeal and linguistic experience related to the right to participate in civil acts such as popular assembly (J. Butler), where the established distinctions between the public and the private are levelled, and the interrelationship of these two realms becomes reconfigured. Once the new media have come into play, both the structure and nature of the public sphere becomes modified. What assumes a decisive role is people’s physical interaction with online communication gadgets, which instantly connect information networks along various trajectories. However, the rapid development of information technology produces particular risks related to the control of communications industry, leaving both public and private realms unprotected and deforming them. This also urges us to rethink the issue of congruence of the two ideas such as transparency of societies and security.

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BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

Online Learning ◽

10.24059/olj.v17i2.343 ◽

2013 ◽

Vol 17 (2) ◽

Cited By ~ 1

Author(s):

Greig Krull ◽

Brenda Mallinson

Keyword(s):

Teaching And Learning ◽

Tertiary Education ◽

Academic Staff ◽

Online Communication ◽

Distance Teaching ◽

Online Learners ◽

Web Technologies ◽

Course Material ◽

Practical Experiences ◽

Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

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Pemahaman Komponen dan Fungsi Perangkat Lunak Komputer Dalam Pembelajaran Daring

10.31219/osf.io/5qdvw ◽

2020 ◽

Author(s):

wulan sipahutar

Keyword(s):

Online Communication ◽

Computer Application ◽

User Needs ◽

Application Software ◽

System Operation ◽

Microsoft Excel ◽

Financial Reports ◽

Network Operations ◽

Video And Audio ◽

The Brain

Software Component is a computer application that is useful for carrying out a desired job. This application is needed as a liaison between the brain (brainware) with hardware (hardware). Software also means a computer program that serves to perform special tasks, such as making documents, manipulating photos, making financial reports, or designing a house. Software can be divided into two, namely: System Operation. Software that functions to connect between users and computers, for example Windows 7, Windows 8, Linux, and Windows 10. Application. Software that can be applied to meet user needs. System network adapter drivers, network operations, and network protocols. As for examples of software in online communication, as follows. skype, hangout, web conference, whatsapp, Microsoft excel, video and audio, earlerning

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Social anxiety is associated with similar emotional impairments during digital and face-to-face communication in daily life

10.31234/osf.io/82hfw ◽

2020 ◽

Author(s):

James Doorley ◽

Kristina Volgenau ◽

Kerry Kelso ◽

Todd Barrett Kashdan ◽

Alexander J. Shackman

Keyword(s):

Social Anxiety ◽

Digital Communication ◽

Instant Messaging ◽

Online Communication ◽

Medium Study ◽

Reconstruction Method ◽

Communication Behaviors ◽

Face To Face ◽

Emotional Impairments ◽

Emotional Safety

Background:Retrospective studies have found that people with elevated social anxiety (SA) show a preference for digital/online communication, which may be due to perceptions of enhanced emotional safety. Whether these preferences for/benefits of digital compared to face-to-face communication manifest in the real world has yet to be explored. Methods: We recruited samples of college students (N = 125) and community adults (N = 303) with varying levels of SA, sampled their emotions during digital and face-to-face communication using ecological momentary assessment (EMA) (Study 1) and a day reconstruction method (DRM) (Study 2), and preregistered our hypotheses (https://osf.io/e4y7x/). Results: Results from both studies showed that SA did not predict the likelihood of engaging in digital compared to face-to-face communication, and SA was associated with less positive and more negative emotions regardless of communication medium. Study 2 also showed that whether digital communication was synchronous (e.g., in real time via phone/video chat) or asynchronous (e.g., texting/instant messaging) did not impact the association between SA and emotions. Limitations: EMA and DRM methods, despite their many advantages, may be suboptimal for assessing the occurrence of digital communication behaviors relative to more objective methods (e.g., passively collecting smartphone communication data). Using event-contingent responding may have also yielded more reports of digital communication, thus strengthening our power to detect small, cross-level interaction effects. Conclusions:These results challenge beliefs that digital/online communication provides a source of emotional safety for people with elevated SA and suggests a greater need to address SA-related emotional impairments across digital communication platforms.

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