Working Anywhere and Working Anyhow?

Working from anywhere relies heavily on information communication technologies (ICT). Scholars are increasingly utilizing a tension-based research lens to investigate organisational paradoxes which are rooted in opposite tendencies that might negate one another. Thus, computer-mediated communication can be both demanding and resourceful. The aim of this chapter is to present an analytical framework integrating three distinct but interrelated perspectives (task, medium and individual) to account for individuals' perceptions of job demands and job resources associated with the usage of ICT when working from anywhere. This chapter draws on insights from theories of media choice and communication performance, the self-determination theory and the job demands-resources model to better understand the impact of communication in the remote setting.

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New Trends in ICTs and Computer Assisted Language Learning (CALL)

Human Development and Global Advancements through Information Communication Technologies ◽

10.4018/978-1-60960-497-4.ch012 ◽

2011 ◽

pp. 211-224

Author(s):

Bolanle A. Olaniran

Keyword(s):

Language Learning ◽

Computer Mediated Communication ◽

Communication Technologies ◽

Computer Assisted ◽

Information Communication Technologies ◽

Computer Assisted Language Learning ◽

Information Communication ◽

Mediated Communication ◽

Computer Mediated ◽

L2 Learning

This chapter explores information communication technologies (ICTs) (e.g., computer-mediated communication) and the implications for use in language learning and second language learning (L2). Further, the chapter presents culture and new trends in ICTs for L2 learning. Specific modality, challenges, and issues for future considerations in L2 learning are discussed. The chapter argues for the need to understand culture and contextual appropriateness of L2 learning in ICT environments. Finally the chapter contends that ICTs are best relegated as a supplemental role or tools, rather than as an outright substitute for traditional L2 learning and curricula.

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Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch101 ◽

2010 ◽

pp. 1482-1496

Author(s):

Bolanle A. Olaniran

Keyword(s):

Language Learning ◽

Communication Technology ◽

Computer Mediated Communication ◽

Communication Technologies ◽

Information Communication ◽

Mediated Communication ◽

Ict Use ◽

Computer Mediated ◽

Contextual Appropriateness ◽

The Impact

This article explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the article addresses the impact or implications of CMC tools for computer enhanced language learning. The article attempts to present a review of key literature in adaptation of communication technologies to teaching or learninglanguage in general and specifically second languageacquisition. The article stresses the need to understandculture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for languagelearners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the article addresses implications for languagelearning in computer mediated communication or computerassisted environments.

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Group Decision Making in Computer-Mediated Communication as Networked Communication

Handbook of Research on Global Information Technology Management in the Digital Economy ◽

10.4018/978-1-59904-875-8.ch012 ◽

2011 ◽

pp. 243-256 ◽

Cited By ~ 2

Author(s):

Bolanle A. Olaniran

Keyword(s):

Decision Making ◽

Information Technologies ◽

Computer Mediated Communication ◽

Communication Technologies ◽

Global Information ◽

Information Communication ◽

Mediated Communication ◽

Computer Mediated ◽

Decision Making Processes ◽

Coordination Tool

Networked communication is proliferating our world. The fact that global information communication technologies (ICTs) are becoming increasingly available is facilitating human computer interaction, which permeates the use of computer-mediated communication (CMC) in various organizations, groups, and interpersonal contexts. As a result, the issue facing today’s organizations is not whether to use global information technologies (GITs) in networked communication, but rather how to use them for effective functioning and as efficient coordination tool; especially how to incorporate GITs into the decision-making process. Consequently, this chapter examines the issues in designing CMC into group interactions and decision-making processes.

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Group Decision Making in Computer-Mediated Communication as Networked Communication

Human Computer Interaction ◽

10.4018/978-1-87828-991-9.ch121 ◽

2009 ◽

pp. 1849-1863

Author(s):

Bolanle A. Olaniran

Keyword(s):

Decision Making ◽

Information Technologies ◽

Computer Mediated Communication ◽

Communication Technologies ◽

Global Information ◽

Information Communication ◽

Mediated Communication ◽

Computer Mediated ◽

Decision Making Processes ◽

Coordination Tool

Networked communication is proliferating our world. The fact that global information communication technologies (ICTs) are becoming increasingly available is facilitating human computer interaction, which permeates the use of computer-mediated communication (CMC) in various organizations, groups, and interpersonal contexts. As a result, the issue facing today’s organizations is not whether to use global information technologies (GITs) in networked communication, but rather how to use them for effective functioning and as efficient coordination tool; especially how to incorporate GITs into the decision-making process. Consequently, this chapter examines the issues in designing CMC into group interactions and decision-making processes.

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Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

Learning Culture and Language through ICTs ◽

10.4018/978-1-60566-166-7.ch005 ◽

2011 ◽

pp. 73-87

Author(s):

Bolanle A. Olaniran

Keyword(s):

Second Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Communication Technology ◽

Computer Mediated Communication ◽

Communication Technologies ◽

Computer Assisted ◽

Information Communication ◽

Mediated Communication ◽

Computer Mediated

This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the chapter addresses the impact or implications of CMC tools for computer enhanced language learning. The chapter attempts to present a review of key literature in adaptation of communication technologies to teaching or learning language in general and specifically second language acquisition. The chapter stresses the need to understand culture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for language learners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the chapter addresses implications for language learning in computer mediated communication or computer assisted environments.

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Negotiating the global and the local: How Thai culture co-opts the Internet (originally published in August 2000)

First Monday ◽

10.5210/fm.v0i0.1793 ◽

2007 ◽

Author(s):

Soraj Hongladarom

Keyword(s):

Computer Mediated Communication ◽

Communication Technologies ◽

The Internet ◽

Mediated Communication ◽

Computer Mediated ◽

The Impact ◽

Thai Culture ◽

Local Cultures

As the Internet is spreading around the globe, a problem is created concerning its impact on the local cultures. This paper argues that the relation between computer-mediated communication technologies and local cultures is characterized neither by a homogenizing effect, where the technologies bring about one global monolithic culture, nor by an erecting of barriers separating one culture from another, where there is no impact at all. Instead, local cultures usually find ways to cope with the impact and are resilient enough to absorb it without losing some kind of identity. A case study is presented on a local Internet scene in Thailand to see how Thai culture co-opts the Internet and how its identity is being constantly negotiated.

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An exploratory study of the impact of information communication technology (ICT) or computer mediated communication (CMC) on the level of violence and access to service among intimate partner violence (IPV) survivors in Canada

Technology in Society ◽

10.1016/j.techsoc.2014.12.003 ◽

2015 ◽

Vol 41 ◽

pp. 91-97 ◽

Cited By ~ 8

Author(s):

Arshia U. Zaidi ◽

Shanti Fernando ◽

Nawal Ammar

Keyword(s):

Intimate Partner Violence ◽

Communication Technology ◽

Partner Violence ◽

Exploratory Study ◽

Computer Mediated Communication ◽

Intimate Partner ◽

Information Communication ◽

Mediated Communication ◽

Computer Mediated ◽

The Impact

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What You Say and Where You Say It Matter: Effects of Facebook Message Publicity and Support Type on Evaluation of Support Message Quality

Social Science Computer Review ◽

10.1177/08944393211007311 ◽

2021 ◽

pp. 089443932110073

Author(s):

Yining Malloch ◽

Bo Feng

Keyword(s):

Social Support ◽

Emotional Support ◽

Communication Channel ◽

Computer Mediated Communication ◽

Communication Model ◽

Mediated Communication ◽

Message Type ◽

Computer Mediated ◽

Tangible Support ◽

The Impact

Guided by the masspersonal communication model, this study examined the impact of the communication channel (masspersonal vs. interpersonal) and support message type on evaluation of social support message quality in Facebook settings. An online factorial experiment with 480 participants revealed that support messages sent through interpersonal channels (e.g., private messaging) were perceived as higher in quality than those sent through masspersonal channels (e.g., status update). Regardless of channels, participants considered tangible support messages as higher quality than informational and emotional support messages. Implications for computer-mediated communication and social support theories and practices were discussed.

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Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication

Asia Pacific Media Educator ◽

10.1177/1326365x17701792 ◽

2017 ◽

Vol 27 (1) ◽

pp. 103-117 ◽

Cited By ~ 4

Author(s):

Usha S. Harris

Keyword(s):

Service Learning ◽

Computer Mediated Communication ◽

Real Life ◽

Information And Communications Technology ◽

Working Environment ◽

Mediated Communication ◽

Global Citizens ◽

Communication Processes ◽

Computer Mediated ◽

The Impact

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.

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