Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project

2013 ◽  
pp. 256-272
Author(s):  
Pavel Zemliansky ◽  
Olena Goroshko
Keyword(s):  
United States ◽  
Social Media ◽  
Relevant Literature ◽  
Communication Channels ◽  
The United States ◽  
Professional Communication ◽  
The Internet ◽  
Web Based ◽  
Survey Results ◽  
Project Participants

In recent years, cross-national web-based teaching projects have become very popular in many fields. During such projects, participants from different countries work together on collaborative tasks. Communications among project participants take place over the Internet, including via social media. In this chapter, the author reports the results of social media use in one such project, which brought together students from the United States and Ukraine. A pre and post project survey taken by the participants demonstrate the main opportunities and challenges afforded by social media to educators. The reporting and analysis of the survey results are preceded by a review of relevant literature, which contextualizes our findings.

Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project

2014 ◽  
pp. 791-807
Author(s):  
Pavel Zemliansky ◽  
Olena Goroshko
Keyword(s):  
United States ◽  
Social Media ◽  
Relevant Literature ◽  
Communication Channels ◽  
The United States ◽  
Professional Communication ◽  
The Internet ◽  
Web Based ◽  
Survey Results ◽  
Project Participants

In recent years, cross-national web-based teaching projects have become very popular in many fields. During such projects, participants from different countries work together on collaborative tasks. Communications among project participants take place over the Internet, including via social media. In this chapter, the author reports the results of social media use in one such project, which brought together students from the United States and Ukraine. A pre and post project survey taken by the participants demonstrate the main opportunities and challenges afforded by social media to educators. The reporting and analysis of the survey results are preceded by a review of relevant literature, which contextualizes our findings.

Identifying New Directions for African Studies: Methodology Report and Survey Results

2002 ◽  
Vol 30 (2) ◽  
pp. 76-88
Author(s):  
Larry W. Bowman ◽  
Diana T. Cohen
Keyword(s):  
United States ◽  
Graduate Students ◽  
The United States ◽  
African Studies ◽  
The Internet ◽  
Coverage Error ◽  
New Directions ◽  
Survey Results

The sample frame was constructed over several months through the combined efforts of three graduate students and Prof. Larry W. Bowman. Using the Internet whenever possible, and backed by the assistance of colleagues from many institutions, we constructed a sample frame of 1,793 U.S.-based Africanists. Our sample frame includes 46 percent more Africanists than the 1,229 individual U.S. members of the African Studies Association (ASA) in 2001 (1,112 individual members and 117 lifetime members). In all cases we allowed institutions to self-define who they considered their African studies faculty to be. By assembling this broad sample frame of African studies faculty, we probe more deeply into the national world of African studies than can be done even through a membership survey of our largest and most established national African studies organization. The sample frame for this study approximates a full enumeration of the Africanist population in the United States. Therefore, data collected from samples drawn from this frame can with some confidence be generalized to all Africanists in the United States, with minimal coverage error.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 1771-1779
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

scholarly journals Identifying Influential Factors in the Discussion Dynamics of Emerging Health Issues on Social Media: Computational Study (Preprint)

2019 ◽  
Author(s):  
Lida Safarnejad ◽  
Qian Xu ◽  
Yaorong Ge ◽  
Arunkumar Bagavathi ◽  
Siddharth Krishnan ◽  
...  
Keyword(s):  
Public Health ◽  
United States ◽  
Social Media ◽  
Time Series ◽  
Real World ◽  
Driving Forces ◽  
The United States ◽  
Web Based ◽  
Health Agencies ◽  
Influential Users

BACKGROUND Social media has become a major resource for observing and understanding public opinions using infodemiology and infoveillance methods, especially during emergencies such as disease outbreaks. For public health agencies, understanding the driving forces of web-based discussions will help deliver more effective and efficient information to general users on social media and the web. OBJECTIVE The study aimed to identify the major contributors that drove overall Zika-related tweeting dynamics during the 2016 epidemic. In total, 3 hypothetical drivers were proposed: (1) the underlying Zika epidemic quantified as a time series of case counts; (2) sporadic but critical real-world events such as the 2016 Rio Olympics and World Health Organization’s Public Health Emergency of International Concern (PHEIC) announcement, and (3) a few influential users’ tweeting activities. METHODS All tweets and retweets (RTs) containing the keyword Zika posted in 2016 were collected via the Gnip application programming interface (API). We developed an analytical pipeline, EventPeriscope, to identify co-occurring trending events with Zika and quantify the strength of these events. We also retrieved Zika case data and identified the top influencers of the Zika discussion on Twitter. The influence of 3 potential drivers was examined via a multivariate time series analysis, signal processing, a content analysis, and text mining techniques. RESULTS Zika-related tweeting dynamics were not significantly correlated with the underlying Zika epidemic in the United States in any of the four quarters in 2016 nor in the entire year. Instead, peaks of Zika-related tweeting activity were strongly associated with a few critical real-world events, both planned, such as the Rio Olympics, and unplanned, such as the PHEIC announcement. The Rio Olympics was mentioned in >15% of all Zika-related tweets and PHEIC occurred in 27% of Zika-related tweets around their respective peaks. In addition, the overall tweeting dynamics of the top 100 most actively tweeting users on the Zika topic, the top 100 users receiving most RTs, and the top 100 users mentioned were the most highly correlated to and preceded the overall tweeting dynamics, making these groups of users the potential drivers of tweeting dynamics. The top 100 users who retweeted the most were not critical in driving the overall tweeting dynamics. There were very few overlaps among these different groups of potentially influential users. CONCLUSIONS Using our proposed analytical workflow, EventPeriscope, we identified that Zika discussion dynamics on Twitter were decoupled from the actual disease epidemic in the United States but were closely related to and highly influenced by certain sporadic real-world events as well as by a few influential users. This study provided a methodology framework and insights to better understand the driving forces of web-based public discourse during health emergencies. Therefore, health agencies could deliver more effective and efficient web-based communications in emerging crises.

Muslim Television Preachers

2020 ◽  
Author(s):  
Tuve Floden
Keyword(s):  
United States ◽  
Social Media ◽  
Saudi Arabia ◽  
Arab World ◽  
The United States ◽  
Satellite Networks ◽  
The Internet ◽  
Medieval Period ◽  
Social Media Platforms

Muslim television preachers, also called Muslim televangelists or media preachers, became popular with the rise of television, satellite networks, and the Internet. However, these individuals can trace their roots to earlier preachers who used newspapers, radio, and cassettes, as well as the phenomenon of popular storytellers from the medieval period. Today, Muslim television preachers are found worldwide, both inside and outside the Arab world, in countries such as Egypt, India, Indonesia, Kuwait, Pakistan, Saudi Arabia, Turkey, the United States, and more. Some of these preachers have traditional religious educations, with degrees from Al-Azhar or elsewhere, but many do not, instead holding degrees in subjects like business, accounting, or engineering. Like their counterparts from other religions, Muslim television preachers have also expanded beyond the realm of television and often spread their message through other means, such as seminars and lectures, book publications, websites, videos on YouTube, and social media platforms like Facebook and Twitter. Prominent examples of Muslim television preachers include Amr Khaled and Yusuf al-Qaradawi, as well as others like Muhammad al-Sha‘rawi and Moez Masoud of Egypt, Muhammad Hassan and Wagdi Ghoneim (Salafi preachers from Egypt), Javed Ahmad Ghamidi and Farhat Hashmi of Pakistan, Zakir Naik of India, Abdullah Gymnastiar (Aa Gym) and Arifin Ilham of Indonesia, Tareq al-Suwaidan of Kuwait, and Ahmad al-Shugairi of Saudi Arabia, to name a few.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 2266-2272
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

The Politics of Pandemics

2021 ◽  
pp. 48-73
Keyword(s):  
United States ◽  
Social Media ◽  
United Kingdom ◽  
Supply Chain ◽  
The United States ◽  
The Internet ◽  
Nation States ◽  
Social Media Platforms ◽  
The Masses ◽  
Insight Into

The COVID-19 pandemic has colored the politics of 2020 from international to domestic, and the responses by countries have been politicized and limited by various actors. Regimes, both democratic and not, are using the chaotic pandemic environment to consolidate power under the executive, control the masses through decree, and shifting towards national and power bloc supply chains from the international supply chain that has been for all nations in the era of globalization and immediately after. This chapter will provide insight into how various nation-states are using nationalism to combat the pandemic, including the United States, United Kingdom, Chile, Russia, and Hungary. The chapter highlights the availability of the internet and social media platforms to spread mis- and dis-information that can hinder the work of a legitimate government attempting to respond earnestly and effectively to the pandemic.

scholarly journals Citizens’ Adherence to COVID-19 Mitigation Recommendations by the Government: A 3-Country Comparative Evaluation Using Web-Based Cross-Sectional Survey Data

10.2196/20634 ◽  
2020 ◽  
Vol 22 (8) ◽  
pp. e20634 ◽  
Author(s):  
Abrar Al-Hasan ◽  
Dobin Yim ◽  
Jiban Khuntia
Keyword(s):  
United States ◽  
Social Media ◽  
South Korea ◽  
Comparative Evaluation ◽  
Information Sources ◽  
The United States ◽  
Ordered Probit ◽  
Web Based ◽  
Social Distancing ◽  
The Government

Background Social distancing is an effective preventative policy for the coronavirus disease (COVID-19) that is enforced by governments worldwide. However, significant variations are observed in following the policy across individuals and countries. Arguably, differences in citizens’ adherence actions will be influenced by their perceptions about government’s plans and the information available to guide their behaviors—more so in the digital age in the realm of mass influence of social media on citizens. Insights into the underlying factors and dynamics involved with citizens’ adherence process will inform the policy makers to follow appropriate communication and messaging approaches to influence citizens’ willingness to adhere to the recommendations. Objective The aim of this study is a comparative evaluation of citizens’ adherence process to COVID-19–relevant recommendations by the government. The focus is on how three different countries’ (United States, Kuwait, and South Korea) citizens, randomly sampled, respond to governments’ pandemic guidance efforts. We draw insights into two categories of perceived government roles in managing the pandemic: (1) citizens’ perceptions of government’s role in responding to the pandemic and (2) citizens’ perceptions of government’s business reopening efforts. Undoubtedly, the internet and social media have burgeoned, with differing effects on shaping individuals’ views and assessments of the COVID-19 situation; we argue and test for the effects of information sources, social media use, and knowledge on the adherence actions. Methods We randomly sampled web-based survey data collected by a global firm in May 2020 from citizens of the United States, Kuwait, and South Korea. A nonlinear ordered probit regression, controlling for several counterfactuals, was used for analysis. The focal estimated effects of the study were compared across countries using the weighted distance between the parameter estimates. Results The total sample size was 482 respondents, of which 207 (43%) lived in the United States, 181 (38%) lived in Kuwait, and 94 (20%) lived in South Korea. The ordered probit estimation results suggest that overall, perception of government response efforts positively influenced self-adherence (P<.001) and others’ adherence (P<.001) to social distancing and sheltering. Perception of government business reopening efforts positively influenced others’ adherence (P<.001). A higher intensity of general health information source for COVID-19 had a positive effect on self-adherence (P=.003). A higher intensity of social media source use for COVID-19 positively influenced others’ adherence (P=.002). A higher intensity of knowledge on COVID-19 positively influenced self-adherence (P=.008) and negatively influenced others’ adherence (P<.001). There were country-level variations—broadly, the United States and Kuwait had better effects than South Korea. Conclusions As the COVID-19 global pandemic continues to grow and governmental restrictions are ongoing, it is critical to understand people’s frustration to reduce panic and promote social distancing to facilitate the control of the pandemic. This study finds that the government plays a central role in terms of adherence to restrictions. Governments need to enhance their efforts on publicizing information on the pandemic, as well as employ strategies for improved communication management to citizens through social media as well as mainstream information sources.

Pre- and Midtrial Publicity in the Age of Internet and Social Media

2018 ◽  
Author(s):  
Tarika Daftary-Kapur ◽  
Steven D. Penrod
Keyword(s):  
United States ◽  
Decision Making ◽  
Social Media ◽  
Internet Use ◽  
The United States ◽  
Juror Decision Making ◽  
The Internet ◽  
The Impact ◽  
Internet And Social Media

Although juror misconduct has always been a concern, the prevalence of technology available to jurors has increased the ease with which jurors can improperly communicate with others, publish information regarding the trial, and conduct outside research on the case. This chapter discusses the role of the Internet and social media in the courtroom and how access to this information in the form of midtrial publicity might impact juror decision-making. Additionally, it discusses steps that have been taken by courts around the United States to address the issue of Internet use by jurors as well as recommendations to limit the impact of the Internet and social media on juror decision-making.

Sign in / Sign up

Export Citation Format

Share Document