scholarly journals The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation

2006 ◽  
Vol 6 (3) ◽  
Author(s):  
Allan C. Jeong
Keyword(s):  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Group Interaction ◽  
Supporting Evidence ◽  
Interaction Patterns ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Collaborative Argumentation ◽  
Analysis Computer ◽  
And Performance

<P>This study tested the effects of linguistic qualifiers and intensifiers on the number and types of replies elicited per argument and per challenge posted in online debates. To facilitate collaborative argumentation, thirty-two students (22 females, 10 males) enrolled in a graduate-level online course classified and labeled their messages as arguments, challenges, supporting evidence, or explanations prior to posting each message. The findings showed that qualified arguments elicited 41 percent fewer replies (effect size = -.64), and the reduction in replies was greatest when qualified arguments were presented by females than males. Challenges without qualifiers, however, did not elicit more replies than challenges with qualifiers. These findings suggest that qualifiers were used to hedge arguments, and such behaviors should be discouraged during initial stages of identifying arguments (more so in all-female than in all-male groups) in order to elicit more diverse and more opposing viewpoints needed to thoroughly and critically analyze arguments. <BR></P> <P><STRONG>Keywords:</STRONG> Computer-mediated communication, CMC, communication style, group interaction patterns, interaction analysis, computer-supported collaborative learning, CSCL, collaborative argumentation.</P>

Theatre in Second Life® Holds the VR Mirror up to Nature

2011 ◽  
pp. 376-395 ◽  
Author(s):  
Stephen A. Schrum
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Creative People ◽  
Face To Face ◽  
Computer Mediated ◽  
Physical Presence ◽  
And Performance ◽  
Definition Of

As creative people inhabit virtual worlds, they bring their ideas for art and performance with them into these brave new worlds. While at first glance, virtual performance may have the outward trappings of theatre, some believe they don’t adhere to the basic traditional definition of theatre: the interaction between an actor and an audience. Detractors suggest that physical presence is required for such an interaction to take place. However, studies have shown that computer mediated communication (CMC) can be as real as face-to-face communication, where emotional response is concerned. Armed with this information, the author can examine how performance in a virtual world such as Second Life may indeed be like “real” theatre, what the possibilities for future virtual performance are, and may require that we redefine theatre for online performance venues.

Enhancing Virtual Learning Team Performance

2010 ◽  
pp. 91-104 ◽  
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Jimpo Wu
Keyword(s):  
Team Performance ◽  
Leadership Effectiveness ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Mediated Communication ◽  
Mediating Role ◽  
Team Satisfaction ◽  
And Performance ◽  
Trust Propensity ◽  
Learning Team

Debate abounds over whether a virtual team is an effective substitute for traditional face-to-face team and can sustain itself. Drawing upon literature on leadership, trust, computer-mediated communication, and teams, the authors propose a theoretical model of online learning team effectiveness. A quasi-experiment was conducted to empirically test the impact of team trust, propensity to trust, leadership effectiveness, and communication frequency on the effectiveness of virtual learning teams and team satisfaction and performance. The results support the majority of the authors’ hypotheses. Trust serves as a mediating role in the relationship between leadership effectiveness and team satisfaction and team performance. Practical implications and future trends are discussed at the end of the chapter.

Mobile Applications as Mobile Learning and Performance Support Tools in Psychotherapy Activities

2011 ◽  
pp. 285-297
Author(s):  
Maria Luisa Perez-Guerrero ◽  
Jose Maria Monguet-Fierro ◽  
Carmina Saldaña-Garcia
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computer Mediated Communication ◽  
Patient Empowerment ◽  
Psychotherapy Process ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Support Tools ◽  
And Performance

The purpose of the chapter is the analysis of mobile applications as performance and informal learning support tools that facilitate the development of the psychotherapy process. The “e-therapy” has become a common term to refer the delivery of mental health services, on-line or related to a computer mediated communication between a psychotherapist and the patient. Initially, a background on e-therapy will be provided through the analysis of the existing related literature, the description of the state of the art. After this general view as starting point, the “self-help therapy”–a kind of e-therapy where the concept of patient empowerment is important– will be exposed to depict the importance of patient activities beyond the clinical settings in the rehabilitation process. Then, the integration of mobile devices in the psychotherapy process will be explained considering how their technological features support patient therapeutic activities like behavior assessment and informal mobile learning. The relation of the mobile devices with psychotherapist work activities such as evidence gathering and patient monitoring will also be explained. The chapter follows with a discussion on the mobile learning practices as a source of potential strategies that can be applied in the therapeutic field and finally a set of recommendations and future directions are described to explore new lines of research.

An Agent–Based Model of the Impact of Computer–Mediated Communication on Organizational Culture and Performance: An example of the Application of Complex Systems Analysis Tools to the Study of CIS

2006 ◽  
Vol 21 (4) ◽  
pp. 272-283 ◽  
Author(s):  
Enrique Canessa ◽  
Rick L. Riolo
Keyword(s):  
Organizational Culture ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Computer Mediated Communication ◽  
Local Mode ◽  
Mediated Communication ◽  
Agent Based ◽  
Computer Mediated ◽  
And Performance ◽  
The Impact

Organizations that make use of computer information systems (CIS) are prototypical complex adaptive systems (CAS). This paper shows how an approach from Complexity Science, exploratory agent-based modeling (ABM), can be used to study the impact of two different modes of use of computer-mediated communication (CMC) on organizational culture (OC) and performance. The ABM includes stylized representations of (a) agents communicating with other agents to complete tasks; (b) an OC consisting of the distribution of agent traits, changing as agents communicate; (c) the effect of OC on communication effectiveness (CE), and (d) the effect of CE on task completion times, that is, performance. If CMC is used in a broad mode, that is, to contact and collaborate with many, new agents, the development of a strong OC is slowed, leading to decreased CE and poorer performance early on. If CMC is used in a local mode, repeatedly contacting the same agents, a strong OC develops rapidly, leading to increased CE and high performance early on. However, if CMC is used in a broad mode over longer time periods, a strong OC can develop over a wider set of agents, leading to an OC that is stronger than an OC which develops with local CMC use. Thus broad use of CMC results in overall CE and performance that is higher than is generated by local use of CMC. We also discuss how the dynamics generated by an ABM can lead to a deeper understanding of the behavior of a CAS, for example, allowing us to better design empirical longitudinal studies.

Computer-Mediated Communication Learning Environments

2010 ◽  
pp. 38-44
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

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