The sequential organization of text and speech in multimodal synchronous computer-mediated communication

2017 ◽  
Vol 37 (1) ◽  
Author(s):  
Hanh thi Nguyen
Keyword(s):  
Conversation Analysis ◽  
Computer Mediated Communication ◽  
Time Lag ◽  
Time Lags ◽  
Mediated Communication ◽  
Social Actions ◽  
Sequential Organization ◽  
Computer Mediated ◽  
Teaching Episode ◽  
Slow Speech

AbstractThis study uses conversation analysis to describe the sequential and functional relationship between text and speech turns in an English conversational lesson conducted in multimodal synchronous computer-mediated communication (SCMC) involving text and speech modes. Focusing on repair sequences, I examine the relative timing of turns in each mode, the interactional practices that participants employed to handle timing discrepancy, and how both modes were utilized to maintain the pedagogical and interpersonal purposes of the encounter. The analysis shows that synchronous timing between text and speech turns was rare. In time lags between text and speech turns, if the repair was a self-initiated other-repair initiated by the tutee, speech turns did not seem to orient to the time lag. In other types of repair, the tutor utilized a range of practices to accommodate for the time lags, such as extreme slow speech tempo, pivot turns, and topic pursuits. The tutor also used the silent and visual features of text to insert and project an upcoming teaching episode in the midst of unfolding topical talk. The findings suggest that multimodal SCMC is a holistic process in which the affordances of modes can be employed dynamically and integratively to achieve social actions.

Gender and Discourse Styles in CMC Learning Groups

2011 ◽  
pp. 378-384 ◽  
Author(s):  
Yong-Kwan Lim ◽  
John Lim
Keyword(s):  
Online Learning ◽  
Computer Mediated Communication ◽  
Time Lag ◽  
Communication Styles ◽  
Conceptions Of Learning ◽  
Mediated Communication ◽  
Learning Groups ◽  
Construction Of Knowledge ◽  
Positive Attitudes ◽  
Computer Mediated

The evolution of computer-mediated communication (CMC) technologies has brought about changes in the landscape of education. This availability of technologies corresponds with the educational paradigms that are shifting towards the collaborative constructive conceptions of learning (Anderson & Garrison, 1998). To support interaction and cooperative learning among learners, online discussion groups are increasingly being incorporated into the courses of educational institutions. Educators have deemed interaction as a vital component of collaborative learning (Sutton, 2001), and have provided an important framework comprising four types of interaction: learner-content, learner-instructor, learner-interface, and learner-learner (Hillman, Willis, & Gunawardena, 1994; Moore, 1989). Multiple studies have demonstrated interaction as a critical indicator of positive attitudes towards learning, higher achievement and increased motivation (e.g., Garrison, 1990; Fulford & Zhang, 1993). If successfully implemented, groupware technologies could support group activities by providing an environment that enables more effective and efficient group communication (Benbunan-Fich & Hiltz, 1999). Benefits associated with collaborative online learning include the availability of time lag which enables learners to reflect on their own perspectives and the opportunity to promote co-construction of knowledge among peers (Bullen, 1998). In order to facilitate effective construction of knowledge and interaction among learners using the CMC medium, it is critically important for researchers to understand what external factors would influence the interaction styles. In this regard, the current paper takes special note that the study of variations in gender discourse is an important area of research (Gunn, Mcsporran, Macleod, & French, 2003). To date, there has been a growing body of literature which examines the effects of gender on communication styles within an online learning environment. However, the results have been somewhat ambiguous and equivocal across the studies (e.g., Fahy, 2002; Savicki, Kelly, & Lingenfelter, 1996a), suggesting that the binary concept pertaining to gender may not be a useful basis for analysis of communication patterns among learners. The purpose of this article is to discuss the communication styles of gender and propose a framework which seeks to identify contextual factors that would moderate gender interaction patterns within online learning groups.

From Correspondence to Computers: A Theory of Mediated Presence in History

2019 ◽  
Vol 30 (1) ◽  
pp. 64-83
Author(s):  
Jérôme Bourdon
Keyword(s):  
Computer Mediated Communication ◽  
Time Lags ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication History ◽  
Historical Comparative ◽  
Mediated Presence ◽  
Social Constructivist Approach ◽  
Technological Options

Abstract This article proposes a theory of mediated presence, defined as the sense of presence— despite physical absence—made possible by technology. Pushing the boundaries of media, the theory integrates various notions of presence at a distance: telepresence in telecommunications and computer-mediated communication, liveness in broadcasting and on the Internet, and the epistolary presence of antiquity. Theoretically, it adopts a social constructivist approach to long-term communication history, with an emphasis on technological breakdowns. The core discussion addresses three criteria for a historical, comparative analysis of mediated presence: dissemination versus dialogue, transmission-reception time lags, and levels of disembodiment. Refuting axiological and technology-centered views of history, the article concludes that increased technological options for presence at a distance have remained essentially ambivalent for users who vacillate between the need for distance and the search for connection.

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.

Technologized Interaction

2017 ◽  
Author(s):  
Joanne Meredith
Keyword(s):  
Social Media ◽  
Conversation Analysis ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Mediated Communication ◽  
Online Technologies ◽  
Computer Mediated ◽  
Bulletin Boards ◽  
Key Factor ◽  
Spoken Interaction

As the use of online technologies has grown in recent years, so has the study of computer-mediated communication. Online communication began in universities through the use of e-mail. Soon, spaces such as multi-user dungeons (MUDs), Listserv, and bulletin boards were developed, which not only allowed people who knew each other offline to interact but also enabled individuals who were not previously acquainted to communicate via the Internet. The development of Web 2.0, which allowed for more user-generated content, led to new and innovative ways of interacting online, most notably thorough social media sites. Social media sites, such as Facebook and Twitter, allow not only for text-based interaction to occur but also for image- and video-based interaction. Through all these developments, interactional norms and practices have developed. A key factor in these norms is what the medium enables, or affords, participants to do. Features such as whether an interactional platform is synchronous or asynchronous can impact the nature of the interaction. Similarly, the lack of visual or verbal contact when interacting may impact upon the interaction, through the potential for misunderstandings. Participants do, though, develop practices to suit the medium. If we examine these practices in detail, it is possible to also analyze the role which technology plays in the interaction. One method that has been used to do this is conversation analysis, which was developed for and using spoken interaction. Conversation analysis examines conversation in forensic detail to illuminate the norms and practices through which we conduct our everyday lives. In using this method for analyzing online interaction, we can not only understand the practices but also examine the affordances of particular interactional platforms. Various interactional features of computer-mediated communication (CMC) have been examined from a conversation analytic perspective, including sequential organization, openings, turn-taking, and repair. A common focus of these studies it to explore the interactional patterns but also to understand how these might be impacted by the technology itself. The development of norms for a variety of forms of technologized interaction demonstrates how individuals are capable of adapting their interactional practices for new contexts.

scholarly journals Navigating assigned roles for asynchronous online discussions: Examining participants’ orientation using conversation analysis

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Amber N. Warren
Keyword(s):  
Higher Education ◽  
Conversation Analysis ◽  
Analytical Approach ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Mediated Communication ◽  
Course Content ◽  
Computer Mediated ◽  
Asynchronous Online Discussions

Asynchronous computer-mediated communication (CMC) tools, such as asynchronous online discussions (AODs), are widely used in higher education. Particularly for online-only classes the organization of AOD forums is of pedagogical importance, as these discussions are one of the major opportunities for participants to develop understanding of course content. This study examines participant orientations to a common AOD practice, assigning roles. The data were gathered from a graduate-level teacher education course that used forum discussion module included in Sakai. Using a conversation analytic perspective, data were examined to understand patterns in participants’ uptake of Discussion Starter and Devil’s Advocate roles in the forum. The findings demonstrate how assigning roles established a frame for participants’ understanding of course content and delimited possibilities for participation. Further, patterns of engagement related to these roles encouraged participants to distance themselves epistemically from the content of their posts. Specifically, students took up the Devil’s Advocate role in both expected and unexpected ways. While students did use this role as an opportunity to disagree with others in the forum, they also took up the role of Devil’s Advocate to pose non-critical questions as well. Pedagogical insights and the usefulness of conversation analysis as an analytical approach are discussed.

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