Expanding the Classroom

2011 ◽  
pp. 68-87
Author(s):  
Shawn McIntosh
Keyword(s):  
Online Discussion ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Discussion Group ◽  
Discussion Groups ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Discussion Group ◽  
Instructor Interaction ◽  
Collaborative Learning Environment

Traditional classroom environments can benefit from using asynchronous computer-mediated communication (CMC) such as an online discussion group (Yahoo! Groups). An online discussion group can “expand the classroom” in a number of ways, such as allowing for student and instructor interaction throughout the week at times convenient to all participants, shifting learning from a teacher-oriented to a network-oriented, collaborative learning environment, and providing rapid teacher feedback to homework that lets students immediately apply what they have learned. This chapter offers concrete advice on techniques to best use online discussion groups in a variety of class types and sizes, and warns of potential pitfalls to be aware of when using them. Evolving functions of Yahoo! Groups and other asynchronous online formats that can further complement the learning experience outside the classroom are also examined.

Moderating Discussion Groups Using Computer Mediated Communication

2011 ◽  
pp. 619-633
Author(s):  
Mauri Collins ◽  
Zane Berge
Keyword(s):  
Informal Learning ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Discussion Group ◽  
Discussion Groups ◽  
Adult Educator ◽  
Learning Networks ◽  
Mediated Communication ◽  
Learning Group ◽  
Online Discussion Group

In this chapter online discussion groups will be situated as contemporary examples within the historical tradition of voluntary, informal, learning networks used by adults for topical discussion, fellowship, and learning. Just as the online discussion group is a voluntary, informal learning group in the historic tradition, so the monitor or reviewer of the online discussion group fulfills many of the roles, tasks, and responsibilities of an informal adult educator in their roles as discussion leaders and facilitators. This places the moderators of online discussion groups within the realm of interest to adult education and educators. This chapter will provide the foundations for understanding the complex, dynamic, and multi-textural environment in which online discussion group moderators function.

Issues Surrounding Use of Online Discussion Groups on Traditional Undergraduate Psychology Modules

2007 ◽  
Vol 6 (2) ◽  
pp. 130-138 ◽  
Author(s):  
Jane Guiller ◽  
Alan Durndell ◽  
Anne Ross ◽  
Karen Thomson
Keyword(s):  
Small Groups ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Journal Article ◽  
Discussion Groups ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Level 1 ◽  
Large Groups

This paper discusses issues relating to the use of online discussion groups on psychology modules, drawing on the results from three studies investigating Level 1 students' use of asynchronous computer mediated communication (CMC). The first study examined the language use of large groups of students using CMC to discuss essay topics. The second study compared the online and face-to-face discourse of small groups of students evaluating a journal article, in terms of critical thinking. The third study investigated the use of CMC to support small groups of students engaged in problem based learning (PBL). The paper concludes with some recommendations for practitioners.

scholarly journals The Speech Act of Request in Computer-Mediated Communication

2020 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Maria Miwita Rosari
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Discussion Forum ◽  
Law School ◽  
Mediated Communication ◽  
Online Discussion Forum ◽  
Computer Mediated ◽  
Politeness Strategies

Through conversation ones establish relationship with others and keep channels open for further relationships. Politeness strategies and issues have been the focus of a number of studies. The way ones request for something to others depends on some factors such as the context they are in and the interlocutors they talk to. This article aims at developing the latest discussion on politeness phenomena by paying attention to the specifics of Computer-Mediated Communication (CMC) settings specifically an online discussion forum. This article attempts to identify how speech act of request is performed in Top Law School (TLS) online discussion forum. The data were analyzed to observe the forms of speech act of request and the types of speech act of request performed in the online discussion forum. The findings of this paper revealed that the forms of speech act of request are expressed by declarative, interrogative, and imperative sentence. Moreover, the types of speech act of request employed by the users are directive, indirective, and literal speech acts. The writer believes that the study will be beneficial and a good reference for future researchers in conducting research on pragmatics under the same topic. Hopefully, it will enrich readers’ knowledge and understanding of the speech act of request and the politeness in CMC.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction

ReCALL ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 49-70
Author(s):  
James York ◽  
Koichi Shibata ◽  
Hayato Tokutake ◽  
Hiroshi Nakayama
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Modalities

AbstractStudies on computer-mediated communication often compare the affective affordances of different technologies with face-to-face communication. This study aimed to understand how three different computer-mediated communication modalities may affect EFL learners’ foreign language anxiety (FLA). Using a counterbalanced 3 by 3 factorial design, 30 undergraduate Japanese university students participated in this study, completing a spot-the-difference task in three different oral synchronous computer-mediated communication modes: voice, video, and virtual reality (VR). Upon completing each task, participants responded to an FLA questionnaire and answered questions regarding their learning experiences. Finally, a post-experiment questionnaire asked participants to explicitly compare their experiences of learning within each modality. Results suggest that although all three modes were successful in reducing learner FLA, no statistically significant differences were found between mean scores. However, the results of the learner perceptions questionnaire suggested that VR was the easiest environment to communicate in, was the most fun, and the most effective environment for language learning. Participant responses to an open-ended question suggested that learner dispositions to technology as well as their affective characteristics may be responsible for differing opinions regarding the affordances of VR for language learning. The study concludes with a call for more research in the area of learner affect and technology use, including studies that more effectively utilize the technological affordances of VR, and also qualitatively assess which elements of VR may affect learner FLA and motivation.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2010 ◽  
pp. 1182-1202
Author(s):  
Xinchun Wang
Keyword(s):  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Survey Questionnaire ◽  
Online Classes ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactivelearning are well known, much needs to be done in instructional design of applicable collaborative learningtasks that motivate sustained student participation andinteraction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learningactivities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the importantfactors that influence participation and contribute tosustained online interaction and collaboration.

scholarly journals Computer-Mediated Communication and Culture: A Comparison of ‘Confucian-Heritage’ and ‘Western’ Learner Attitudes to Asynchronous E-Discussions Undertaken in an Australian Higher Educational Setting

2005 ◽  
Vol 2 (3) ◽  
pp. 263-275 ◽  
Author(s):  
Guy Ramsay
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Practice Research ◽  
Cultural Learning ◽  
Pedagogical Practice ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated

While the internationalisation of higher education has made learner diversity a key consideration in tertiary pedagogical practice, research into the application of computer-mediated technologies in this domain has rarely taken into account culture. This article responds to this gap in the research by comparing ‘Confucian-heritage’ and ‘Western’ learners' experience of computer-mediated discussions undertaken as part of an Australian university curriculum. Likert and open-ended question formats reveal that cultural learning styles and behaviours are salient to the computer-mediated learning experience and can inform how learners view its pedagogical applications. While appreciation of the utilitarian benefits is common to both cultural cohorts, Confucian-heritage learners place greater emphasis on the interpersonal benefits. By placing distinctions in learner cultural background at the centre of the study, a more nuanced understanding of computer-mediated communication and its attendant pedagogical applications in higher education emerges.

From Practice to Culture on Usenet

1994 ◽  
Vol 42 (1_suppl) ◽  
pp. 29-52 ◽  
Author(s):  
Nancy K. Baym
Keyword(s):  
World Wide ◽  
Practice Theory ◽  
Computer Mediated Communication ◽  
Discussion Groups ◽  
Ethnographic Research ◽  
Soap Operas ◽  
Cultural Meaning ◽  
Scholarly Work ◽  
Mediated Communication ◽  
Computer Mediated

Usenet distributes thousands of topically-oriented discussion groups, reaching millions of readers world-wide. Newsgroup participants often create distinctive sub-cultures, which have been all but ignored in scholarly work on computer networks and computer-mediated communication. I illustrate how Usenet discourse can operate as a culture-creating force, and how practice theory can be used to approach Usenet cultures, with a deep analysis of one message in the group ‘rec.arts.tv.soaps.’ This group, which discusses television soap operas, is one of the most prolific on Usenet. The use of a single message demonstrates the potential of all Usenet talk as a locus of cultural meaning. The specific claims I make about such meanings in rec.arts.tv.soaps are grounded in my ethnographic research on this group over the last two years.

Design on Monitoring and Evaluation Methods for CSCL System

2013 ◽  
Vol 336-338 ◽  
pp. 2213-2216
Author(s):  
Wei Yan
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Monitoring And Evaluation ◽  
Evaluation Methods ◽  
Learning Processes ◽  
The Other ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Computer Mediated

The problem of capitalizing on experience of how to track and analyze the learning processes is of particular interest in Computer Supported Collaborative Learning (CSCL) environments, where learning is usually based on the interactions occurring among peers. This paper provides some examples of DPs addressing tracking problems in CSCL environments. Our DPs have been elaborated with a twofold aim to contribute to the field by proposing possible solutions to tracking problems frequently faced in CSCL; on the other hand, by using DPs as a tool for sharing experience, we hope to inform the development of functions that could be integrated in Computer Mediated Communication (CMC) systems in order to support the monitoring, evaluation and assessment of the learning experience and therefore augment its effectiveness.

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