scholarly journals I'm Different Online: An Account of Differences between Face-to-Face and Online Testimony

2021 ◽  
Author(s):  
◽  
Sophia Enright
Keyword(s):  
Shared Knowledge ◽  
Knowledge Transmission ◽  
Epistemic Injustice ◽  
Communicative Acts ◽  
Face To Face ◽  
Online Communications ◽  
Key Features ◽  
Online Environments

<p>Why is Testimony important?  The field of testimony is a sub-discipline of the study of epistemology, the study of how we come to know things. Existing literature on testimony mainly focuses on face-to-face interactions. However, online communications have become an integral part of our daily discourse. The purpose of this thesis is to develop an account of testimonial injustices in the context of online testimony. First I will examine cases of face-to-face epistemic injustice which result from failures of knowledge transmission in communicative acts. I will then outline cases of online epistemic injustice. This showcases differences between the kinds of epistemic injustices that can arise in online and in face-to-face contexts. My intention is to identify epistemic issues unique to online environments, with the overall objective to hold agents accountable for acts of epistemic harm, such as intentional misinformation or trolling. I will then be in a position to introduce key features of online testimony, and explain the significance of distinguishing online testimony as a space for shared knowledge from face-to-face testimony. Finally, I propose a viable framework for successful online testimony which holds agents accountable for epistemic harms.</p>

scholarly journals I'm Different Online: An Account of Differences between Face-to-Face and Online Testimony

2021 ◽  
Author(s):  
◽  
Sophia Enright
Keyword(s):  
Shared Knowledge ◽  
Knowledge Transmission ◽  
Epistemic Injustice ◽  
Communicative Acts ◽  
Face To Face ◽  
Online Communications ◽  
Key Features ◽  
Online Environments

<p>Why is Testimony important?  The field of testimony is a sub-discipline of the study of epistemology, the study of how we come to know things. Existing literature on testimony mainly focuses on face-to-face interactions. However, online communications have become an integral part of our daily discourse. The purpose of this thesis is to develop an account of testimonial injustices in the context of online testimony. First I will examine cases of face-to-face epistemic injustice which result from failures of knowledge transmission in communicative acts. I will then outline cases of online epistemic injustice. This showcases differences between the kinds of epistemic injustices that can arise in online and in face-to-face contexts. My intention is to identify epistemic issues unique to online environments, with the overall objective to hold agents accountable for acts of epistemic harm, such as intentional misinformation or trolling. I will then be in a position to introduce key features of online testimony, and explain the significance of distinguishing online testimony as a space for shared knowledge from face-to-face testimony. Finally, I propose a viable framework for successful online testimony which holds agents accountable for epistemic harms.</p>

Reading Beyond the Code

2018 ◽  
Keyword(s):  
Relevance Theory ◽  
Literary Studies ◽  
The Novel ◽  
Human Communication ◽  
Communicative Acts ◽  
Face To Face ◽  
Code Model ◽  
Wide Range ◽  
Central Claim

This book explores the value for literary studies of relevance theory, an inferential approach to communication in which the expression and recognition of intentions plays a major role. Drawing on a wide range of examples from lyric poetry and the novel, nine of the ten chapters are written by literary specialists and use relevance theory both as an overall framework and as a resource for detailed analysis. The final chapter, written by the co-founder of relevance theory, reviews the issues addressed by the volume and explores their implications for cognitive theories of how communicative acts are interpreted in context. Originally designed to explain how people understand each other in everyday face-to-face exchanges, relevance theory—described in an early review by a literary scholar as ‘the makings of a radically new theory of communication, the first since Aristotle’s’—sheds light on the whole spectrum of human modes of communication, including literature in the broadest sense. Reading Beyond the Code is unique in using relevance theory as a prime resource for literary study, and is also the first to apply the model to a range of phenomena widely seen as supporting an ‘embodied’ conception of cognition and language where sensorimotor processes play a key role. This broadened perspective serves to enhance the value for literary studies of the central claim of relevance theory: that the ‘code model’ is fundamentally inadequate to account for human communication, and in particular for the modes of communication that are proper to literature.

scholarly journals The Spiral of Positive Feedback: Go-Along Interviews About Adolescents’ Perceptions of and Reactions to Alcohol Posts on Social Media

2021 ◽  
pp. 002204262110414
Author(s):  
Robyn Vanherle ◽  
Kathleen Beullens ◽  
Hanneke Hendriks
Keyword(s):  
Social Media ◽  
Interpersonal Communication ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Online Chat ◽  
Public And Private ◽  
Face To Face ◽  
Online Environments

Go-along interviews among adolescents ( N = 26, M age = 16.31, SD = .83) were conducted to examine how adolescents interpret alcohol posts in terms of appropriateness and how this, in turn, plays a role in adolescents’ reactions toward alcohol posts on public and private social media entries. The findings of this study, first, indicate that alcohol posts were classified as appropriate or inappropriate based on the amount of alcohol and the displayed behavior in the post. Second, most posts, including inappropriate ones, received positive or no feedback. Moreover, adolescents deliberately seemed to withhold negative feedback out of fear of being misjudged by peers. Still, negative reactions were expressed more quickly in safer off- and online environments (i.e., face-to-face conversation and online chat messages) because they were visible to close friends only. This is important in view of prevention as it unravels the interesting role of private environments in stimulating negative interpersonal communication.

scholarly journals How Do Friends and Strangers Play the Game Taboo? A Study of Accuracy, Efficiency, Motivation, and the Use of Shared Knowledge

2017 ◽  
Vol 37 (4) ◽  
pp. 497-517 ◽  
Author(s):  
Monique M. H. Pollmann ◽  
Emiel J. Krahmer
Keyword(s):  
Correct Answer ◽  
Common Knowledge ◽  
Shared Knowledge ◽  
Common Belief ◽  
Or Efficiency ◽  
Face To Face ◽  
Taboo Words ◽  
E Mail

According to common belief, friends communicate more accurately and efficiently than strangers, because they can use uniquely shared knowledge and common knowledge to explain things to each other, while strangers are restricted to common knowledge. To test this belief, we asked friends and strangers to play, via e-mail and face-to-face, the word-description game Taboo, in which objects need to be described without using certain “taboo” words. When descriptions were sent via e-mail, there was no difference in accuracy (number of correct answers) nor in efficiency (number of words per correct answer) between friends and strangers. When descriptions were given face-to-face, friends were more accurate than strangers, but not more efficient (number of seconds and words per correct answer). Shared knowledge did not predict accuracy or efficiency. Hence, our findings do not support the idea that friends only need a few words to understand each other.

Motivation in Online Communities

2011 ◽  
pp. 334-337 ◽  
Author(s):  
Patrick Waterson
Keyword(s):  
Knowledge Management ◽  
Online Communities ◽  
Online Community ◽  
Large Scale ◽  
Shared Knowledge ◽  
Face To Face ◽  
Computer Mediated ◽  
Exchange Information ◽  
The Subject ◽  
E Mail

The subject of how to encourage people to share their knowledge has long been a theme within the domain of knowledge management. Early studies showed that company employees, for example, are often reluctant to share their knowledge (e.g., Ciborra & Patriota, 1998). A number of possible reasons exist for why this takes place, including: lack of personal incentives to share expertise; an organizational culture that does not reward or encourage sharing; and lack of trust that shared knowledge will be put to good use (e.g., fear of exploitation). Research identifying these types of barriers to effective knowledge management is well established (e.g., Brown & Duguid, 2000); however, within the context of online communities it is more recent. The term “online community” tends to be applied in a general sense to refer to large-scale groups that regularly exchange information through mechanisms such as e-mail, weblogs, discussion lists and Wikis. These types of communities can take a variety of forms, some of which mix face-to-face contact with computer-mediated interaction (e.g., some types of “communities of practice,” CoPs), while others are more likely to be wholly online and involve people who have never met (e.g., “networks of

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

The Transition From Teaching F2F to Online

2020 ◽  
pp. 67-84 ◽  
Author(s):  
Steven Tolman ◽  
Matt Dunbar ◽  
K. Brooke Slone ◽  
Allie Grimes ◽  
Christopher A. Trautman
Keyword(s):  
Online Education ◽  
Faculty Member ◽  
Lessons Learned ◽  
Faculty Members ◽  
Face To Face ◽  
Online Environments

As online education continues to grow, more and more faculty find themselves transitioning from teaching face-to-face to online environments. Unsurprisingly, this can be challenging for many faculty as they go through this process. This book chapters examines the experience of a faculty member who transitioned from teaching exclusively face-to-face to online and lessons learned are shared. Additionally, four students share their experience learning online and provide recommendations to faculty members.

Teamwork Through Team Building: Face-to-Face to Online

2008 ◽  
Vol 71 (4) ◽  
pp. 472-487 ◽  
Author(s):  
Julie Staggers ◽  
Susan Garcia ◽  
Ed Nagelhout
Keyword(s):  
Team Building ◽  
Business Writing ◽  
Writing Courses ◽  
Face To Face ◽  
Kinesthetic Learning ◽  
Online Business ◽  
Online Environments ◽  
Building Activities

This article describes the ways the authors incorporated team-building activities into our online business writing courses by interrogating the ways that kinesthetic learning translates into the electronic realm. The authors review foundational theories of team building, including Cog's Ladder and Tuckman's Stages, and offer sample exercises they have converted. The authors show how the medium affects the exercises, how the choices made as teachers affect the exercises, and how they adjusted to meet the needs of their students. The authors argue that teamwork most successfully occurs after team building, and too often this team building is lacking in online environments.

scholarly journals Verbal Aggressiveness in Communication in Media and Online. A Case Study of the TV Cooking Show »Spread«

Bohemistyka ◽  
2019 ◽  
Vol 4 ◽  
Author(s):  
Jindřiška Svobodova ◽  
Eva Nováková
Keyword(s):  
Social Roles ◽  
Online Communication ◽  
Online Discussions ◽  
Communicative Interaction ◽  
Verbal Aggressiveness ◽  
Communicative Acts ◽  
Face To Face ◽  
Clear Tendency ◽  
Self Image

The paper discusses verbal aggressiveness and (im)politeness in media and online communication. The analysis focuses on transcriptions of communicative acts by participants of the TV reality Spread! ("Prostřeno!", a Czech version of the programme Come Dine with me) and viewers' comments in related online discussions. The analysis indicated that the use of face-threatening acts was determined by a type of communicative interaction and interlocutors' social roles. Striving to construct a positive self-image, the participants in the show did not take the risk of losing their face due to usage of derogatory or vulgar expressions in face-to-face inter- actions. The anonymous online discussions, on the contrary, did not pose any risk for the positive faces of the speakers; therefore, the interlocutors showed clear tendency to either appreciate and support, or attack the contestants as well as other speakers. 

Sign in / Sign up

Export Citation Format

Share Document