A Way Out of the Information Jungle

2012 ◽  
pp. 180-201
Author(s):  
Isa Jahnke
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Technical Community ◽  
Computer Mediated ◽  
Technology Platforms ◽  
Information And Communication ◽  
Learning Scenarios ◽  
Large Groups

The emergence of community-oriented Information and Communication Technology platforms, e.g., forum software or wikis, the penetration of media in society has increased. In academia, forms of communication and cooperation to share knowledge are changing under open Web 2.0 conditions. In this regard, teaching and learning scenarios are moving towards technology-enhanced lifelong learning communities. This contribution presents the results of a longitudinal study of a Socio-Technical Community (STC) launched in 2002. The STC, which supports the study organization as well as teaching and learning in higher education, has been evaluated from its founding to its sustainable development and transformation phase in 2009. The study shows results in three specific areas: The learners’ satisfaction with the STC, the type and quality of use, and if the STC is a helpful support for students to progress through their studies more efficiently than without an STC. The central conclusion is that spaces for computer-mediated communication are important for students regarding informal learning about organizing their own studies. Informal learning with a socio-technical community is more effective than without due to its individualization of learning in large groups.

A Way Out of the Information Jungle

2010 ◽  
Vol 2 (4) ◽  
pp. 18-38 ◽  
Author(s):  
Isa Jahnke
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Technical Community ◽  
Computer Mediated ◽  
Technology Platforms ◽  
Information And Communication ◽  
Learning Scenarios ◽  
Large Groups

The emergence of community-oriented Information and Communication Technology platforms, e.g., forum software or wikis, the penetration of media in society has increased. In academia, forms of communication and cooperation to share knowledge are changing under open Web 2.0 conditions. In this regard, teaching and learning scenarios are moving towards technology-enhanced lifelong learning communities. This contribution presents the results of a longitudinal study of a Socio-Technical Community (STC) launched in 2002. The STC, which supports the study organization as well as teaching and learning in higher education, has been evaluated from its founding to its sustainable development and transformation phase in 2009. The study shows results in three specific areas: The learners’ satisfaction with the STC, the type and quality of use, and if the STC is a helpful support for students to progress through their studies more efficiently than without an STC. The central conclusion is that spaces for computer-mediated communication are important for students regarding informal learning about organizing their own studies. Informal learning with a socio-technical community is more effective than without due to its individualization of learning in large groups.

Collaborative Knowledge Construction with Web Video Conferencing

2010 ◽  
pp. 85-98 ◽  
Author(s):  
Stylianos Hatzipanagos ◽  
Anthony Basiel ◽  
Annette Fillery-Travis
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Construction ◽  
Video Conferencing ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Economic Changes ◽  
Computer Mediated ◽  
Information And Communication ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter explores how web-based video conferencing (WVC) can be used to create and support learning environments within a work based learning context. Computer mediated communication interactions through WVC can support collaborative knowledge construction by encouraging dialogical processes in communities of learners and practitioners. We position our field of exploration within the educational landscape defined by socio-economic changes, resulting from the development of the knowledge economy, and the explosive growth of information and communication technologies to serve it.

Strategies for Blended Approaches in Teacher Education

2011 ◽  
pp. 39-61 ◽  
Author(s):  
Ruth Geer
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Warning Signs ◽  
First Year ◽  
Mediated Communication ◽  
Study Approach ◽  
Computer Mediated ◽  
First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

Universal Information Ethics? Ethical Pluralism and Social Justice

2011 ◽  
pp. 69-92 ◽  
Author(s):  
Charles Ess
Keyword(s):  
Social Justice ◽  
Information And Communication Technologies ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Information Ethics ◽  
Mediated Communication ◽  
Ethical Pluralism ◽  
Diffusion Of Information ◽  
Computer Mediated ◽  
Information And Communication

The explosive, global diffusion of information and communication technologies (ICTs) and computer-mediated communication (CMC) confronts us with the need for an information ethics that can resolve ethical problems evoked by ICTs and CMC in ways that provide shared, perhaps (quasi-)universal responses. At the same time, however, in the name of a transcultural social justice that preserves diverse cultural identities, such an ethics must also reflect and sustain local values, approaches, and traditions. Important ethical claims from both within Western and between Eastern and Western cultures exemplify an ethical pluralism that is able to meet these requirements as this pluralism represents important ethical differences as issuing from diverse judgments and applications of shared ethical norms.

scholarly journals Courseware And Small Group Development: A Comparative Analysis

2011 ◽  
Vol 3 (12) ◽  
Author(s):  
Barbara Mihm ◽  
Karlene Ferrante
Keyword(s):  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Group Development ◽  
State University ◽  
Mediated Communication ◽  
Scholarship Of Teaching ◽  
Face To Face ◽  
Education Class ◽  
Computer Mediated ◽  
Technology Tool

The scholarship of teaching and learning is the basis for this research, which investigated the use of the information technology tool- courseware or software that facilitates collaboration in classroom settings. The study focuses on the use of computer-mediated communication as a tool for group decision-making. The study compared a distance education class in the Collaborative Degree Program at regional mid-size state university to a face-to-face course taught at the same university. The purpose of this work is to better understand group interaction in computer-mediated situations. The results of this study contribute to a growing body of research on the ways evolving technologies impact group collaboration.

scholarly journals Computer mediated communication in a context of modern organization: a scoping review

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Gedas Baranauskas
Keyword(s):  
Scoping Review ◽  
Practical Implication ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Business Organizations ◽  
Mediated Communication ◽  
Organization Management ◽  
Computer Mediated ◽  
Key Points ◽  
Information And Communication

Purpose - The present article aims to reveal and summarize key points of the application of information and communication technology (ICT) and Internet technology in the context of modern organization communication, related management processes. Design/methodology/approach - methods of meta-analysis, comparative analysis and systemizing-synthesis are used in this article. A scoping review methodology was chosen as dominant for the research with the purpose of assessing key points in the context of Computer Mediated Communication (CMC) usage in modern organizations. The research is based on a qualitative paradigm. Findings – Results of the scoping review suggest that ICT and CMC are compatible and can be successfully applicable to solve the main challenges in management and control contexts of inter-organizational, organizational, group (team) and inter-personal communication and related processes. In addition, this new combination of management methods and technological innovations has a great impact on opinion and behavior of customers and overall society, process improvement in business organizations, and change management. Research limitations/implications - Firstly, a limited scope of organizations especially in Public and Non-governmental sector use CMC in everyday duties. Nevertheless, a usage of ICT and CMC requires not only the understanding of the theoretical background but also strict practical implication guidelines as well as measurement and evaluation indicators, targets, and an overall model for analyzing. Since this article is based on the scoping review where main findings and conclusions are outlined from a meta-analysis, case studies and comparative analysis towards a practical implication are not sufficiently elaborated. The second limitation which can also be called a future implication might be a wide scope and content of the CMC concept as well as the dynamics of the communication process in organizations, increasing demand from business organizations. Practical implications -The research may serve as a starting point to a further scientific discussion regarding the usage ICT and CMC both separately and as a part of other hybrid project and process methods, optimization and continuous improvement of communication, learning, control and other related processes and systems in organization management. Originality/Value - The main value of the presented article can be described as underlying spheres where CMC has the major impact in management of modern organizations: it takes effect in a wide field of internal and external processes as well as in overall process optimization activities and change management. Keywords: Computer Mediated Communication (CMC); organization management; information and communication technology (ICT); Human Resource Management (HRM); leadership; technostress; online learning. Research type: literature review. JEL classification: M15- IT Management, D83 - Information and Knowledge, Communication.

scholarly journals Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context

2017 ◽  
Vol 5 (2) ◽  
pp. 307 ◽  
Author(s):  
Muna Al-Mutairy ◽  
Nadia Shukri
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Internet Technology ◽  
Learning Collaborative ◽  
Mediated Communication ◽  
School Students ◽  
Collaborative Activity ◽  
Instructional Content ◽  
Computer Mediated

<p><em>This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material.</em><em> A qualitative approach was used in the data collection process. </em><em>Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. </em><em>Based on the findings some suggestions and recommendations were provided</em><em> as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.</em><em></em></p>

scholarly journals Computer Mediated Communication and Vocabulary Learning: The Case of Facebook

2019 ◽  
Vol 6 (2) ◽  
pp. 98-116
Author(s):  
Ghaouar Nesrine ◽  
Laiche Sara ◽  
Sabah Belhadi
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Computer Mediated Communication ◽  
Dominant Mode ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Vocabulary Learning Strategies ◽  
Communication Modes

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language.  Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.

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.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

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