scholarly journals E-LEARNING AND MODERN GREEK AS A L2: E-LEARNING RESOURCES OVERVIEW AND TASK DESIGN FOR COMPUTER MEDIATED COMMUNICATION

2019 ◽  
pp. 188-205
Author(s):  
Ι. Sechidou
Keyword(s):  
Computer Mediated Communication ◽  
Task Design ◽  
Learning Resources ◽  
Mediated Communication ◽  
Modern Greek ◽  
Computer Mediated ◽  
E Learning ◽  
And Task

Teaching Practicum Assessment Application

2020 ◽  
pp. 254-267
Author(s):  
M. Noor Davids
Keyword(s):  
Industrial Revolution ◽  
Computer Mediated Communication ◽  
Optimal Solution ◽  
Dominant Mode ◽  
Information Communication ◽  
Mediated Communication ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Computer Mediated ◽  
E Learning

This chapter reports on an ongoing case study that focuses on the development of a computer-mediated communication technological solution intended to assess the teaching practicum (TP). The context of this chapter is the TP module at an open distance e-learning (ODeL) university in South Africa. This university is faced with the demanding task of arranging mandatory supervisory visits for purposes of assessment, for more than 40,000 student teachers located both inside and outside of the country. The TP module forms a major part of a teaching qualification as it provides the pedagogical space for students to apply, integrate, and acquire various forms of knowledge. While the traditional “manual model” is still the dominant mode of assessment, at ODeL institutions, it holds grave limitations, leaving thousands of students unassessed which undermines the value of the qualification. Given that, we currently find ourselves in the midst of the Fourth Industrial Revolution, an information communication technology (ICT)-based response to this predicament arguably offers the most appropriate solution. Such a solution would however require innovative design, critical thinking, research, and funding. This chapter reports on the development of an ICT-based project on the verge of being piloted at the ODeL institution concerned, as well as contact institutions. Informed by a theoretical framework that draws on technological pedagogical content knowledge (TPCK), critical connectivity, and open source software (OSS), this chapter responds to the questions: “Why” would an ICT-based instrument offer an optimal solution to TP assessment? and “How” would an ICT-based application offer an optimal solution to the assessment of the TP module? After the first pilot cycle with the prototype application, improvements and refinements will be made before a second pilot run. The objective of this project is to produce a TP application to be used in both contact as well as in distant, remote, and real-time/delayed assessment.

Choosing Online Learning Communities or Collaborative Learning

2005 ◽  
pp. 90-95
Author(s):  
Daniel Teghe ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Computer Mediated Communication ◽  
Training Methods ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
Opportunities For Learning ◽  
E Learning ◽  
And Training

The adoption and innovative use of computer-mediated communication (CMC) technology can have positive outcomes for regional development (Ashford, 1999; Harris, 1999; Mitchell, 2003). Especially when it involves the use of online environments, CMC can lead to what Gillespie, Richardson, and Cornford (2001) refer to as the “death of distance,” and is likely to boost opportunities for growth in e-commerce, e-business, and e-learning in the regions. Although such growth depends on continuous learning and innovation (Rainnie, 2002), actual opportunities for learning and training can be affected by approaches to the provision of online learning that are unnecessarily rigid and inflexible. Online education and training methods that include strict participation requirements can have the effect of marginalizing and excluding those learners who cannot engage with inflexible and regimented learning contexts. This represents an important problem in regions, because of limited access to other learning contexts.

Computer-Mediated Communication in Virtual Learning Communities

2011 ◽  
pp. 49-53 ◽  
Author(s):  
Lisa Link ◽  
Daniela Wagner
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Semantic Content ◽  
Learning Models ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
E Learning

Computer-mediated communication (CMC) can be simply defined as “communication that takes place between human beings via the instrumentality of computers” (Herring, 1996, p. 1) and the technology used in CMC as “media that facilitate the exchange of semantic content, transmitted through telecommunication networks, processed through one or more computers, between individuals and among groups” (Rice, 1984, p. 438). As a concomitant result of the widespread use of computers and the Internet in the curriculum of higher education as well as the inclusion of various forms of online learning, CMC has become a common communication modality in teaching and learning contexts. Although all forms of CMC can be meaningfully integrated into learning contexts, the majority of CMC at present is nevertheless text based and hence the focus of this contribution. CMC plays a pivotal role in the context of e-learning models in higher education that offer students new forms of learning that would not be possible in a traditional classroom environment. Cooperative and collaborative learning, problem-oriented and project-based learning, as well as authentic learning in which real-world scenarios are simulated, are some examples. In the context of these types of e-learning models, virtual learning communities as well as smaller virtual teams are often an essential component. The learning objectives of these models are manifold, but they generally include offering students the opportunity to acquire, practice and enhance important key competencies required in their future professional work. Hence, communication and media skills as well as the ability to work cooperatively in a virtual team are just as important as the actual subject matter of the course itself.

Computer-Mediated Communication in Virtual Learning Communities

2009 ◽  
pp. 316-322
Author(s):  
Lisa Link ◽  
Daniela Wagner
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Semantic Content ◽  
Learning Models ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
E Learning

Computer-mediated communication (CMC) can be simply defined as “communication that takes place between human beings via the instrumentality of computers” (Herring, 1996, p. 1) and the technology used in CMC as “media that facilitate the exchange of semantic content, transmitted through telecommunication networks, processed through one or more computers, between individuals and among groups” (Rice, 1984, p. 438). As a concomitant result of the widespread use of computers and the Internet in the curriculum of higher education as well as the inclusion of various forms of online learning, CMC has become a common communication modality in teaching and learning contexts. Although all forms of CMC can be meaningfully integrated into learning contexts, the majority of CMC at present is nevertheless text based and hence the focus of this contribution. CMC plays a pivotal role in the context of e-learning models in higher education that offer students new forms of learning that would not be possible in a traditional classroom environment. Cooperative and collaborative learning, problemoriented and project-based learning, as well as authentic learning in which real-world scenarios are simulated, are some examples. In the context of these types of e-learning models, virtual learning communities as well as smaller virtual teams are often an essential component. The learning objectives of these models are manifold, but they generally include offering students the opportunity to acquire, practice and enhance important key competencies required in their future professional work. Hence, communication and media skills as well as the ability to work cooperatively in a virtual team are just as important as the actual subject matter of the course itself.

Information Culture in the Context of Higher Education

2016 ◽  
Vol 5 (4) ◽  
pp. 41-45 ◽  
Author(s):  
Святкина ◽  
E. Svyatkina
Keyword(s):  
Research University ◽  
Computer Mediated Communication ◽  
Nuclear Research ◽  
Information Culture ◽  
Mediated Communication ◽  
School Students ◽  
Physics Students ◽  
Computer Mediated ◽  
E Learning ◽  
Elective Course

The article discusses special features of information culture acquisition by higher school students considering the transformation of learning environment that is under way in contemporary universities. The author gives a detailed analysis of the concept of computer-mediated communication, which is now becoming a top priority in learning process modernization. The article considers the advantages of e-learning and a new learning format — digital textbook. It points out that the new approach to learning process involves the appearance of new academic subjects to be taught by modular principle. One of such “modular subjects” is a course of vocationally- oriented informative reading in English. To illustrate the conclusion that this course completion results in acquisition of the whole complex of new communicative skills, the author gives an example of a text and tasks from the elective course “Academic skilis”, which is now being developed within the Online University of the National Nuclear Research University “MEPhI” for physics students.

The multiple roles of the task design mediator in telecollaboration

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 239-256 ◽  
Author(s):  
Carolin Fuchs ◽  
Bill Snyder ◽  
Bruce Tung ◽  
Yu Jung Han
Keyword(s):  
Student Teachers ◽  
Novice Teacher ◽  
Computer Mediated Communication ◽  
Task Design ◽  
Three Dimensions ◽  
Mediated Communication ◽  
Efl Learners ◽  
Computer Mediated ◽  
The Usa

AbstractThis case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. The findings indicate that he demonstrated high commitment, thorough preparation, continuous reflection, and development while navigating between his different roles of mediator, assessor, implementer, and field observer.

scholarly journals Computer-Mediated Communication dan Manajemen Kesan Pada Pembelajaran Elektronik Mahasiswa Di Masa Pandemi Covid-19

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Atika Suri ◽  
Firda Ayu Kusuma Dewi Subagyo ◽  
Irwansyah Irwansyah
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
E Learning

Komputer telah menjadi bagian yang tidak terpisahkan dari kehidupan sehari-hari. Apalagi dengan diperkenalkannya internet, komputer dalam berbagai bentuk saat ini menjadi sarana mencari informasi dan berkomunikasi yang efektif, cepat dan andal. Dalam perkembangannya internet membuka kemungkinan dilakukannya pembelajaran elektronik atau e-learning yang perkembangannya saat ini menjadi pembelajaran online. Pembelajaran elektronik memungkinkan interaksi langsung dan dua arah antara guru-murid termasuk juga sesama murid yang dimediasi oleh Komputer. Segala bentuk komunikasi yang dimediasi oleh teknologi digital atau komputer dikenal sebagai Computer-Mediated Communication, dimana proses komunikasi manusia melalui komputer tidak dilihat dari sisi teknis, namun bagaimana komunikasi yang dilakukan yang melibatkan banyak orang dalam konteks tertentu untuk berbagai keperluan. Terlebih lagi di era pandemi Covid-19, e-learning menjadi satu-satunya pola pembelajaran yang cocok digunakan disaat interaksi langsung antar individu dibatasi. Penelitian ini melihat lebih jauh proses komunikasi yang dimediasi komputer dalam pelaksanaan pendidikan. Hasil penelitian kualitatif dengan pendekatan wawancara menunjukkan bahwa setiap mahasiswa memiliki caranya masing-masing untuk menampilkan dirinya dan membangun kesan di kelas selama perkuliahan online berlangsung. Pola komunikasi hyperpersonal ini dilakukan oleh mahasiswa selama perkuliahan dengan menampilkan gambaran diri yang serius dan menyimak materi perkuliahan yang disampaikan oleh dosen. Gambaran diri ini dibentuk dengan menyeleksi dan menentukan respon apa yang harus ditampilkan dalam kondisi suasana kelas tertentu. Proses membentuk gambaran diri ini kemudian dapat dikatakan sebagai bentuk dari manajemen impresi mahasiswa dalam forum perkuliahan online. Kata kunci: Computer Mediated Communication; Manajemen Impresi; Covid-19; Pembelajaran Elektronik

Principles and Guidelines for Task Design in CMC Learning

2011 ◽  
pp. 1-34
Author(s):  
Klaus Brandl
Keyword(s):  
Language Learning ◽  
Cognitive Complexity ◽  
Computer Mediated Communication ◽  
Task Design ◽  
Mediated Communication ◽  
Task Effects ◽  
Sociocultural Perspectives ◽  
Theoretical Perspectives ◽  
Design Variables ◽  
Computer Mediated

The goal of this chapter is to describe principles and guidelines that are to serve course designers and materials developers as a guide to task design in computer-mediated communication (CMC) learning environments. Drawing on cognitive and sociocultural perspectives, it argues that in task design it is imperative to bring into alignment a range of factors, such as the linguistic and cognitive complexity of the content, goals and outcome, processing conditions, and number of participants, in order to maximize targeted outcomes. The chapter is divided into three sections: First, a brief overview of theoretical perspectives and different design variables is provided. Second, different guidelines that are based on current research on CMC task effects are discussed. Last, the chapter concludes in the appendix with the description of rationales and procedures for 11 different task configurations that are to serve as prototypes and illustrate how task effects can be maximized in CMC-based online language learning.

Sign in / Sign up

Export Citation Format

Share Document