scholarly journals A framework for identifying and promoting metacognitive knowledge and control in online discussants

2009 ◽  
Vol 34 (2) ◽  
Author(s):  
Elizabeth Murphy
Keyword(s):  
Computer Mediated Communication ◽  
Online Discussions ◽  
Mediated Communication ◽  
Computer Based Learning ◽  
Regulatory Processes ◽  
Computer Mediated ◽  
Computer Based ◽  
Metacognitive Activity ◽  
And Control ◽  
Source Of Information

The effectiveness of computer-based learning environments depends on learners’ deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners’ participation in online discussions or by designers setting up metacognitive experiences for learners. Résumé : L’efficacité des environnements d’apprentissage assistés par ordinateur repose sur l’utilisation de processus de métacognition et d’autorégulation par les apprenants. L’analyse de messages transmis dans un contexte de communication assistée par ordinateur peut constituer une source d’information sur l’activité métacognitive. Cependant, les modèles et cadres existants (p. ex. Henri, 1992) qui permettent la reconnaissance et l’évaluation de la métacognition ont été décrits comme subjectifs, dépourvus de critères clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilisé par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligne ou par les concepteurs qui élaborent des expériences métacognitives pour les apprenants.

Human Computer Interaction and the Best Mix of Face-to- Face and E-Interactions in Educational Settings

2009 ◽  
pp. 1423-1435
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Human Computer Interaction ◽  
Computer Mediated Communication ◽  
Educational Institutions ◽  
Mediated Communication ◽  
Rapid Improvement ◽  
Face To Face ◽  
Computer Mediated ◽  
Recent Trends ◽  
And Control ◽  
Computer Interaction

Recent trends and rapid improvement in technology such as computer-mediated communication (CMC) and increasing bandwidth in the Internet are facilitating increased electronic interactions (i.e., e-interactions otherwise known as or commonly referred to as the human computer interaction (HCI)). CMC technology systems are a common occurrence in educational institutions as administrators attempt to encourage technology usage and instructors race to learn and implement CMC use in their classrooms and students demand greater flexibility and control in how they learn. Notwithstanding is the need to decide which forms of HCI technology to use, how to use them, and what benefits can accrue from such usage. The discussion here explores each of these issues, but more specifically will focus on addressing the case for blending e-interactions with the traditional face-to-face (FTF) communication medium while addressing the appropriateness of such combination.

Supplementing Access to Social Capital Over Time: Computer-Mediated Communication Competence for Social-Resource Development

2019 ◽  
pp. 089443931989550
Author(s):  
Brandon C. Bouchillon
Keyword(s):  
Social Capital ◽  
Computer Mediated Communication ◽  
Social Contact ◽  
Resource Development ◽  
Occupational Prestige ◽  
Social Resource ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Based ◽  
Over Time

Social capital has been declining in America for the better part of a century, as citizens now find themselves connected to fewer people and resources. But computer-based modes of social contact have at the same time opened up new frontiers for expanding and developing personal relationships online. A two-wave U.S. web survey was used to examine the importance of computer-mediated communication (CMC) competence for social-resource development, measured in terms of occupational prestige. CMC competence related to acquiring more total resources over time. It also contributed to accessing a wider range of resources and having more valuable connections on average. When CMC competence was broken down into subscale measures, computer-based motivation contributed to total resources and range in resources, while computer-based attentiveness related to developing better resources. Findings speak to the value of CMC competence for social capital and the waning influence of interpersonal competence in general.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Knowledge for Communicating Knowledge

2010 ◽  
pp. 560-569 ◽  
Author(s):  
Dov Te’eni
Keyword(s):  
Knowledge Management ◽  
Organizational Communication ◽  
Computer Mediated Communication ◽  
Computer Support ◽  
Working Relationships ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Based ◽  
Organizational Action ◽  
Knowledge Communication

All organizations depend on communication, namely the exchange of information with the sender’s intent that the message be understood and considered by the receivers. And as organizations are designed for action, most organizational communication is intended for driving action and for promoting working relationships between actors. Indeed, communication plays a pivotal role in organizations and may be seen as the foundation of organizational action (Galbraith, 1977; Weick, 1979). Effective communication, particularly the communication of knowledge rather than the communication of facts, requires knowledge of how the message may be understood and considered by the receiver. Conversely, communication is required for knowledge communication and transfer but this issue is beyond our scope. Furthermore, our discussion is restricted to computer-based knowledge management, as well as computer mediated communication. Therefore, the terms knowledge management (KM) and communication, whenever used here, imply that these functions involve computer support.

Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity

2011 ◽  
pp. 99-123 ◽  
Author(s):  
Lisa Lobry de Bruyn
Keyword(s):  
Computer Mediated Communication ◽  
Problem Based Learning ◽  
Online Discussions ◽  
Learning Activity ◽  
Mediated Communication ◽  
Online Student ◽  
Student Collaboration ◽  
Face To Face ◽  
Computer Mediated ◽  
Face To Face Instruction

Most units of learning are being offered flexibly, either using distance education or online facilities, and often with asynchronous computer-mediated communication or online discussions. The use of asynchronous computer-mediated communication is believed to offer students the opportunity to communicate independently of time and place, and to ask questions, state opinions and offer advice when transferring interactive learning activities to an online environment. This chapter uses an action research framework to examine the quantity and nature of student engagement in a problem-based learning activity as a consequence of placing face-to-face instruction on and practice in problem-based learning prior to using asynchronous computer-mediated communication. The effectiveness of early placement of a 4-day residential component to improve student collaboration in the online problem-based learning activity was tested against six years (2001-2006) of electronically-archived online discussions in a 13-week, under- or post-graduate tertiary-level natural science unit.

Tracking the imagined audience: A case study on Nike’s use of Twitter for B2C interaction

First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Jacky Au Duong ◽  
Frauke Zeller
Keyword(s):  
Social Media ◽  
Computer Mediated Communication ◽  
Marketing Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Academic Researchers ◽  
Social Media Platforms ◽  
Business To Consumer ◽  
Source Of Information

Social media platforms have become the new centre of attention in business-to-consumer (B2C) communication. These interactions provide a rich source of information for businesses in terms of their customers’ preferences, backgrounds and behaviour. We introduce a multi-disciplinary theoretical and methodological framework based on studies in marketing, communication and computer-mediated communication, which aims to inform marketing professionals and academic researchers on how social media can facilitate B2C engagement.

Internet–Based Communication: Rights, Risks and Opportunities

2015 ◽  
Vol 6 (1) ◽  
pp. 121-128 ◽  
Author(s):  
Nicola Lucchi
Keyword(s):  
Freedom Of Expression ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Digital Information ◽  
Mediated Communication ◽  
Internet Regulation ◽  
Computer Mediated ◽  
Potential Risks ◽  
Legislative Reforms ◽  
And Control

The aim of this paper is to recognize and discuss the inherent risks associated with Internet regulation and control over digital content. The key point of this analysis is that Internet regulation can present human rights risks. In particular, the paper examines how restrictions over Internet content are posing regulatory issues directly related to the growing importance of an equitable access to digital information. It also considers the relevance and impact of computer–mediated communication, its potential on democratization of freedom of expression and the problem of conflicting rights. Drawing upon comparative and case study material, the paper finally discusses and investigates the potential risks and vulnerabilities related to communication technologies focusing on legislative reforms in the area of digital communications and their implications for fundamental freedoms.

scholarly journals A Description of Asynchronous Online Discussions in Higher Education

10.29007/bh4n ◽  
2018 ◽  
Author(s):  
Francisco Javier Fernández-Polo ◽  
Mario Cal-Varela
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Complex Structure ◽  
Online Discussions ◽  
Situational Factors ◽  
Discussion Forums ◽  
Mediated Communication ◽  
Online Discussion Forums ◽  
Computer Mediated ◽  
Asynchronous Online Discussions

This study provides a preliminary characterisation of asynchronous online discussions as a learning tool in higher education (Garrison 2003; Ho & Swan 2007). Our materials consist of the written record of 16 online discussions, totalling circa 165,000 words, from a one-semester course on general English-Spanish-English translation. The participants are second-year students from different nationalities, mostly Spanish, using Spanish and less frequently Galician as lingua francas. We start by describing the various situational factors surrounding the events (including the role of the discussions in the course, the variety of participants and the nature of their relationship), which may explain some highly recurrent language and organisational features encountered in the resulting texts. Secondly, using Antconc, we carry out an exploratory analysis of the lexical and collocational patterns of the exchanges. The findings reveal a very strong interactive component (Herring 1999, Condon & Čech 2010), with two dominant functions, the creation of affiliation and the prevention of conflict. The analysis shows a widespread use of praise, hedging and other forms of politeness in the posts, and, more generally, a clear concern for the interests of other participants in the discussion and an effort to acknowledge their voices. In the paper, we also look into the evolution of the exchanges over the time-span of the course by focusing on one case study. The analysis reveals the progressive crystallisation of the genre in the student’s interventions, a process which involves a clear evolution from a rather tentative kind of post, mostly monologic, informational and author-centred, to a progressively longer post with a more complex structure, and especially a heightened awareness of the dialogic and multi-party nature of the exchanges (Herring 1996). The results of the study may have considerable pedagogical interest. We believe that computer-mediated communication (CMC), including asynchronous online discussion forums, is bound to play an increasingly significant role in the future of higher education.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2010 ◽  
pp. 1182-1202
Author(s):  
Xinchun Wang
Keyword(s):  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Survey Questionnaire ◽  
Online Classes ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactivelearning are well known, much needs to be done in instructional design of applicable collaborative learningtasks that motivate sustained student participation andinteraction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learningactivities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the importantfactors that influence participation and contribute tosustained online interaction and collaboration.

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