CHANGING COMPUTER SCIENCE STUDENTS WRITING CULTURE IN COMPUTER MEDIATED COMMUNICATION

A teaching project using Computer-Mediated Communication (CMQ to aid students' understanding of computer science took place from February to November 1995 at the Open University. The project fell within that of STILE (Students' and Teachers' Integrated Learning Environment), and the course was M205 - STILE: Fundamentals of Computing. Four different institutions were involved: the Universities of Leicester, Loughborough, De Montfort and the Open University (Ruggles, 1995; Ruggles et al, 1995; Underwood et al, 1996; Zhao et al, 1996). One of the main aims of the Open University implementation was to improve the presentation of the computer science course by enabling structured access to online facilities for both tutor-to-student and student-to-student communication. The nine tutors and 110 computer science students were situated nationwide and in Europe. In line with our partners, we used the Netscape browser version 1 revision N, with Trumpet version 2 revision B. Although use of the Web for teaching and learning was underpinned by a wealth of literature about hypertext and hypermedia (see Nielsen 1993; Laurillard, 1994), it did not successfully sustain conferencing in 1995. Therefore we also adopted the FirstClass conferencing system (version 2.6) to accommodate our distance-learning students.DOI:10.1080/0968776970050206

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Linguistic Simplicity and Complexity in Computer- Mediated Communication of Urdu/English Bilinguals

Linguistics and Literature Review ◽

10.32350/llr.v3i2.270 ◽

2017 ◽

Vol 3 (2) ◽

Author(s):

Dr. Muhammad Shaban Rafi

Keyword(s):

Interpersonal Communication ◽

Text Analysis ◽

Computer Mediated Communication ◽

Theoretical Work ◽

Science Students ◽

Linguistic Features ◽

Mediated Communication ◽

Bachelor Of Science ◽

Computer Mediated ◽

Diachronic Analysis

This study examines how linguistic practices of Urdu/English bilinguals influence linguistic typology particularly in terms of linguistic simplicity and complexity. The data was sampled from the Bachelor of Science students (who had Urdu as their primary language of communication and English as one of the academic languages or the most prestigious second language) of five universities located in Lahore, Pakistan. The data was primarily from their Facebook communication on the wall. The procedure for analysis was conceived within the current theoretical work on text analysis. At any given moment in time, interpersonal communication of Urdu/English bilinguals shows linguistic simplicity and complexity. The linguistic features which involve complexity are generally avoided and linguistic simplicity is emerging as the norm. The diachronic analysis of the data supports non-complexity axiom and further shows that the linguistic variations which used to occur over a period of decades are presumably spreading in a matter of years.

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Making learning ordinary: ways undergraduates display learning in a CMC task

Text & Talk - An Interdisciplinary Journal of Language Discourse Communication Studies ◽

10.1515/text-2013-0003 ◽

2013 ◽

Vol 33 (1) ◽

Cited By ~ 8

Author(s):

Trena M. Paulus ◽

Jessica N. Lester

Keyword(s):

Computer Mediated Communication ◽

Science Students ◽

Mediated Communication ◽

Analysis Study ◽

Nutrition Science ◽

Communication Task ◽

Change Of State ◽

Computer Mediated ◽

New Information ◽

Extreme Change

AbstractWe report findings from a discourse analysis study situated within a discursive psychology framework that examined how undergraduate nutrition science students took up a computer-mediated communication task in which they were asked to write about what they learned after attending a lecture. Students made learning displays by orienting to the lecture as a news receipt and making assessments of this new information in variable ways. Some did this by marking an extreme change of state through surprise tokens and realization patterns, functioning to position the new information as so extreme that anyone would have learned something new. Others displayed more neutral assessments of the information or claimed no change of state at all, functioning to distance themselves from having learned anything. Both strategies are ways of “doing being ordinary,” while completing a delicate task that presented them with a potential dilemma of displaying their learning for an invisible audience of their peers.

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