PENGEMBANGAN WEBSITE INTERAKTIF SEBAGAI COMPUTER-MEDIATED COMMUNICATION UNTUK PEMBELAJARAN JARINGAN KOMPUTER

Penelitian ini bertujuan untuk mengembangkan sebuah website sebagai sarana computer-mediated communication (CMC) yang dapat membantu pembelajaran jaringan komputer yang layak, dinilai dari aspek pembelajaran, aspek isi/materi, aspek tampilan dan aspek pemrograman. Penelitian dan pengembangan (research and development) ini dilakukan melalui beberapa tahap, yaitu planning, design, development dan implementation. Penelitian dilakukan di Jurusan Teknologi Pendidikan, Fakultas Ilmu Pendidikan, UNY. Hasil penelitian ini adalah website interaktif sebagai computer-mediated communication yang kelayakan pada aspek pembelajaran produk ini termasuk dalam kategori baik berdasarkan skor dari ahli materi satu yaitu 4,16 dan termasuk dalam kategori sangat baik berdasarkan skor dari ahli materi dua sejumlah 4,33, kelayakan aspek isi/materi termasuk dalam kategori sangat baik berdasarkan kedua skor ahli materi, dengan masing-masing ahli memberikan skor nilai 4,72 dan 4,45 kelayakan aspek media termasuk dalam kategori sangat baik berdasarkan nilai skor yang diberikan masing-masing ahli, yaitu 4,55 dari ahli media satu, dan 4,6 dari ahli media dua.Kata kunci: website, interaktif, computer-mediated communication, CMCDEVELOPMENT OF INTERACTIVE WEBSITE AS COMPUTER-MEDIATED COMMUNICATION MEDIA FOR COMPUTER NETWORKS INSTRUCTIONAbstractThe research aimed at developing an appropriate interactive website which serves as computer-mediated communication (CMC), that supports the learning process of Computer Network, evaluated on the bases of learning, content, layout and programming. This research and development was carried out through a set of procedures involving planning, design, development and implementation. This research was conducted in Educational Technology Department, Faculty of Educational Science, YSU. The research findings showed that the interactive website providing computer-mediated communication has been considered appropriate for use. In term of learning aspect, this website was scored 4.16 or ‘good’ by the first content expert and 4.33 or very good by the second content expert. Meanwhile, its material aspect was scored 4.72 by the first content expert and 4.45 by the second. Both mean scores are categorized as very good. Its media appropriateness was considered very good by both media experts, each of whom scored 4.55 and 4.6 respectively.Keywords: website, interactive, computer-mediated communication, CMC

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The Use Of Computer Mediated Communication In Consumer Complaining: A Study In Higher Education

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v3i1.1762 ◽

2006 ◽

Vol 3 (1) ◽

Cited By ~ 1

Author(s):

Mary Beth Pinto ◽

Phylis Mansfield

Keyword(s):

Higher Education ◽

Computer Mediated Communication ◽

The United States ◽

Third Party ◽

Strong Correlations ◽

Mediated Communication ◽

Face To Face ◽

Computer Mediated ◽

Research Findings ◽

Eastern Half

The electronic channel for consumer complaining has increased dramatically in recent years and continued growth is expected in the future. The objective of this research was to explore how computer-mediated communication is being used as a channel for complaining in higher education. A study was conducted of the complaint intentions of 222 students at one college in the eastern half of the United States. Four complaining dimensions were studied: Voice, Negative Word-of-Mouth, Third Party, and Exit. The results indicated that the most common behavioral intentions are: Complain to other students face-to-face, complain to the professor in office, and never take another class from the professor. The research findings also indicate the number of students who are likely to use computer-mediated communication to complain. In addition, the results show strong correlations between computer-mediated complaining and other complaining responses.

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Computational and Engineering Issues in Human Computer Interaction Systems for Supporting Communication in African Languages

Handbook of Research on Discourse Behavior and Digital Communication ◽

10.4018/978-1-61520-773-2.ch056 ◽

2010 ◽

pp. 876-889 ◽

Cited By ~ 2

Author(s):

Tunji Odejobi ◽

Tunde Adegbola

Keyword(s):

Research And Development ◽

Computer Mediated Communication ◽

African Language ◽

Mediated Communication ◽

African Languages ◽

Language Discourse ◽

Development Agenda ◽

Computer Mediated ◽

Key Issues ◽

Language Technologies

The computational and engineering issues surrounding the development of computer-mediated communication (CMC) technologies for supporting African language discourse is the focus of this presentation. The thesis of this presentation is that, to obtain acceptable results, services for supporting CMC intended for use in African environment should exploit and implement language technologies developed around African languages and cultures. We discuss the key issues relevant to achieving this as well as the technicalities and strategies for its realisation. The aim of this presentation is to motivate and impel a robust, well articulated, research and development agenda on African language technologies relevant to CMC.

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Authenticity Model of (Mass-Oriented) Computer-Mediated Communication: Conceptual Explorations and Testable Propositions

Journal of Computer-Mediated Communication ◽

10.1093/jcmc/zmz025 ◽

2020 ◽

Vol 25 (1) ◽

pp. 60-73

Author(s):

Eun-Ju Lee

Keyword(s):

Conceptual Framework ◽

Large Volume ◽

Computer Mediated Communication ◽

Theoretical Development ◽

Mediated Communication ◽

Interpersonal Context ◽

Computer Mediated ◽

Research Findings ◽

Source Message

Abstract While several major theories and models have emerged and guided research on computer-mediated communication (CMC) in the interpersonal context, equivalent theoretical development seems to be lacking in the study of mass-oriented CMC, despite a large volume of amassed research. This article aims to propose an integrative conceptual framework for the study of mass-oriented, including mass-personal CMC, with (perceived) authenticity as its core unifying construct. A range of theoretical constructs independently developed in various subdisciplines and pertinent research findings are reviewed in light of the authenticity of source, message, and interaction. Several testable propositions are derived concerning antecedents to and consequences of authenticity judgments, with a view to stimulating programmatic empirical investigations on the role of authenticity in CMC.

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A Measuring of Task-Technology Fit for Computer-Mediated Communication

Human Centered Methods in Information Systems ◽

10.4018/978-1-878289-64-3.ch010 ◽

2000 ◽

pp. 145-158

Author(s):

E. Vance Wilson ◽

Joline P. Morrison

Keyword(s):

Communication Systems ◽

Group Support Systems ◽

Computer Mediated Communication ◽

Task Type ◽

Mediated Communication ◽

Practical Applications ◽

Computer Mediated ◽

Research Findings ◽

Task Types ◽

Choice Tasks

A key determinant in the success of computer-mediated communication systems (CMCS) and group support systems (GSS) is the task they are used for (Huber, 1984; DeSanctis & Gallupe, 1987). Task models and theories exist in the domain of non-mediated groups (e.g., McGrath, 1984; Wood, 1986) but application of these to GSS and CMCS has been spotty and the results equivocal (Zigurs & Buckland, 1998). Although research findings repeatedly suggest that the fit between task and computer-mediated communication technology is important, researchers have not yet been able to comprehensively describe or measure the dimensions of appropriate fit. This chapter describes the development and initial testing of an instrument to measure the perceived effectiveness of CMCS based on task type (hereafter PE measure). The PE measure extends prior research in several ways. First, it operationalizes the four major dimensions of McGrath’s task circumplex (McGrath, 1984; McGrath & Hollingshead, 1994), a model which frequently is used as a conceptual framework for studying GSS and CMCS (Dennis & Gallupe, 1993). Thus, it will be straightforward to integrate findings from studies that use the PE measure into the existing literature. Second, all four task types are incorporated into the PE measure, where prior research has focused primarily on generation tasks and, to a lesser extent, choice tasks. This comprehensive view of the overall task construct should benefit the process of theory-building as well as prediction in practical applications. Third, the PE measure has been tested successfully within heterogeneous task domains, suggesting that the instrument has validity and is relatively robust.

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