Adolescents� Computer Mediated Learning And Influences On Interpersonal Relationships

This chapter discusses several models of integrating information literacy instruction into computer mediated learning processes on university campuses with an eye towards the sustainability of each model, its advantages and limitations, as well as its demands on both personnel and the institution as a whole. We strive to provide professionals with the insights to make informed decisions suitable for their context in terms of pedagogical outcomes, organizational resources, and technology infrastructure.

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Solidarity and Rapport in Social Interaction

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch066 ◽

2011 ◽

pp. 934-946

Author(s):

Jung-ran Park

Keyword(s):

Social Interaction ◽

Interpersonal Relationships ◽

Social Distance ◽

Common Ground ◽

Computer Mediated Communication ◽

Mutual Understanding ◽

Mediated Communication ◽

Online Chat ◽

Computer Mediated ◽

The Social

This chapter examines the way online language users enhance social interaction and group collaboration through the computer mediated communication (CMC) channel. For this, discourse analysis based on the linguistic politeness theoretical framework is applied to the transcripts of a real time online chat. Analysis of the data shows that online participants employ a variety of creative devices to signal nonverbal communication cues that serve to build interpersonal solidarity and rapport, as well as by seeking common ground and by expressing agreement online participants increase mutual understanding and harmonious social interaction. This sets the tone of positive interpersonal relationships and decreases the social distance among participants. In turn, this engenders solidarity and proximity, which enhances social interaction through the CMC channel.

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Computer Mediated Learning

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch007 ◽

2011 ◽

pp. 73-86

Author(s):

Alison Ruth

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Environments ◽

Learning Theory ◽

Computer Mediated Communication ◽

Online Learning Environment ◽

Mediated Learning ◽

Mediated Communication ◽

Computer Mediated ◽

Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

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An Affective Computer-Mediated Learning for Persons with Motor Impairments

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch034 ◽

2016 ◽

pp. 779-825

Author(s):

Nia Valeria ◽

Lau Bee Theng

Keyword(s):

Motor Impairment ◽

Affective Learning ◽

Learning Model ◽

Mediated Learning ◽

Motor Impairments ◽

Post Intervention ◽

Good Communication ◽

Children’S Learning ◽

Computer Mediated ◽

Children's Learning

In education, it is important to have good communication and interaction between educators and learners to promote a conducive learning environment. However, this is rather difficult for the children with motor impairments, such as children with Cerebral Palsy and Autism. Their learning problems arise due to their motor impairment coupled with speech and intellectual impairments. As a result, children with motor disabilities require more time and attention in learning. To assist the children's learning, this chapter proposes an affective computer-mediated learning model which adapts to learners' emotions where it has an educator representation (i.e. a virtual tutor) to deliver the learning materials and interact with a child in one-to-one learning. The virtual tutor communicates with the child by responding to his/her facial expressions. Post-intervention experiments were carried out to evaluate the performance of the affective computer-mediated learning model. The overall results showed that the proposed affective learning model is able to assist the children's learning.

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The New "Space" of the University in the Digital Age

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch200 ◽

2011 ◽

pp. 1334-1338

Author(s):

Carl A. Raschke

Keyword(s):

Higher Education ◽

Online Learning ◽

Learning Styles ◽

Digital Age ◽

Traditional Schools ◽

Mediated Learning ◽

Face To Face ◽

Computer Mediated ◽

New Space ◽

The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

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