An Empirical Model to Examine Changes in Learner’s Meta-ability and Learner- teacher Relations via Computer-mediated Communication within the University: Upon a Changeover to Online Teaching-learning in Response to COVID-19

2021 ◽  
Vol 29 (2) ◽  
pp. 141-165
Author(s):  
Soon-Jeong Cho
Keyword(s):  
Empirical Model ◽  
Online Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Teaching Learning ◽  
The University

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Teletandem language learning in a technological context of education: interactions between Brazilian and German students

2015 ◽  
Vol 31 (3) ◽  
pp. 729-762
Author(s):  
Suelene Vaz da SILVA ◽  
Francisco José Quaresma de FIGUEIREDO
Keyword(s):  
University Students ◽  
Language Learning ◽  
Environmental Science ◽  
Computer Mediated Communication ◽  
Environmental Issues ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Technological Context ◽  
The University ◽  
Communication Study

ABSTRACT This paper presents data from a computer-mediated communication study conducted between a group of Brazilian university students - from Instituto Federal de Educação, Ciência e Tecnologia do Estado de Goiás, Campus Goiânia, Goiás, Brazil - who wanted to learn English, and a group of German university students - from the University of Worms, in Germany - who wanted to learn Portuguese. The cross-cultural bilingual communication was conducted in the second semester of 2010 and involved discussions on environmental issues. Adopting a qualitative perspective in the analysis, the data were derived from conversation sessions through a webconferencing software known as Openmeetings and through e-mails and some written activities developed by the students. All these were analyzed by means of sociocultural theory. Among the conclusions we reached, we observed that the participants used the software features to help them in their language learning process, discussed issues related to environmental science, as well as topics related to their personal and academic life. Regarding the languages used, the participants used English during the teletandem sessions as an anchoring language to assist their partners in learning English itself and Portuguese, as well as introduced the German language in the interaction sessions.

The Use of the CMC Tool AMANDA in the Teaching of English

2011 ◽  
pp. 307-321
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

Social Impacts of Computer-Mediated Communication on Strategic Change Processes

2006 ◽  
pp. 116-129
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Andy Busuttil
Keyword(s):  
Equal Opportunity ◽  
Strategic Change ◽  
Computer Mediated Communication ◽  
Social Impacts ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Consultative Process ◽  
The University ◽  
Equality Of Access

This case is about a university, named Uni-X, which adopted and appropriated CMC to support a university-wide consultative process to inform its future strategic directions. Strategic change was required in response to a number of external political and economic factors. The President and the Executive Committee decided to use the consultative process both to increase staff awareness of the circumstances being faced by the university and to engage them in an exploratory process leading to the decisions that were to be made. The CMC system used was intended to provide equal access to information by all staff, to enable a university-wide electronic forum for discussion, and to support the coordination of a multitude of the other in-vivo tasks arising from the process. The case enables examination of (at least) three controversial issues of CMC deployment: equality of access, equality of participation, and democratizing potential. Equality of access means that all the participants have an equal opportunity to access the communication network and information resources in the system. Equality of access has to be distinguished from the equality of participation, which denotes equal opportunity to contribute to the discussion, both to affect and be affected by the opinion of others. CMC’s democratizing potential is an even more complex issue that refers to CMC’s contribution to the openness and transparency of organizational processes and to consensus-based participatory decision making. Understanding the use and appropriation of CMC by individuals as members of different groups and as members of the Uni-X University, together with understanding the uniqueness of their specific local contexts, is a prerequisite for exploring the richness of social impacts, and why and how they emerged.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

scholarly journals Attitudes towards Arabic Romanization and Student's Major: Evidence from the University of Jordan

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hady Hamdan
Keyword(s):  
Computer Mediated Communication ◽  
Arabic Language ◽  
Mediated Communication ◽  
Jordanian Arabic ◽  
Computer Mediated ◽  
Arabic Characters ◽  
University Of Jordan ◽  
Youth Attitudes ◽  
The Right ◽  
The University

This paper seeks to unveil the attitudes of a sample of students at the University of Jordan towards the use of romanized Arabic in computer--mediated communication (CMC). In particular, it provides answers to two questions. First, do the subjects encode Arabic characters, including numbers, in a romanized version in their CMC? If yes, how often and why? Second, does the students' major and the language of instruction used therein (i.e. English or Arabic) affect their choice of Arabic romanization and their attitudes towards it? The data are collected by means of a questionnaire completed by students from four different majors: (1) Applied English, (2) Arabic, (3) Medicine, and (4) Islamic Sharia. While the majority of students of Applied English and Medicine tend to use Romanized Jordanian Arabic, the students of Arabic and Sharia show a clear preference for the use of Arabic letters. The users of Romanized Arabic cite a number of reasons for their choice. Some believe that Romanized letters are easier and faster to type than Arabic letters. Some posit that English is the language of the Internet and technology and, thus, the use of romanization gives communication a special flavor. A third group report that their devices do not support Arabic language. This study is expected to contribute to identifying the youth attitudes towards the use or avoidance of romanized Arabic, which in turn may help develop a better understanding of this issue and assist cyber Arabic users to make the right choice when interacting with others in Arabic online.

scholarly journals New media, new challenges: exploring the frontiers of corpus linguistics in the linguistics curriculum

2013 ◽  
Vol 1 ◽  
pp. 17-31
Author(s):  
Nuria Hernández
Keyword(s):  
New Media ◽  
Corpus Linguistics ◽  
Computer Mediated Communication ◽  
Project Based Learning ◽  
Mediated Communication ◽  
Academic Curriculum ◽  
Corpus Construction ◽  
Computer Mediated ◽  
New Challenges ◽  
The University

This paper introduces a new corpus of computer-mediated communication which is currently being compiled at the University of Duisburg-Essen. Based on the experience from this project, the paper also discusses the possibility of implementing major issues in corpus construction into the academic curriculum of young linguists in the form of project-based learning. A variety of new challenges and possible solutions regarding the compilation and processing of new media language are presented.

ePortfolios and the Communicative Intellect in Online Education

2013 ◽  
pp. 62-73
Author(s):  
Rich Rice
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Teaching And Learning ◽  
Computer Mediated

According to Nielsen Internet ratings, YouTube totaled over 100 million unique users the month this chapter was written. What are those ratings today? Moreover, the number of times-per-day many individuals compose Facebook news feeds and profile content is equally staggering. Students inhabit these media-rich spaces, and if educators do not construct online teaching and learning environments, such as ePortfolios, in ways that effectively capitalize on students’ literacies in computer-mediated communication, those educators are in danger of limiting students’ communicative intellect. More to the point, educators are in danger of graduating functionally illiterate students according to what constitutes literacy in today’s interactive age.

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