Effects of Computer-Mediated Communication

2011 ◽  
pp. 732-736
Author(s):  
Stuart S. Gold
Keyword(s):  
Adult Students ◽  
Student Outcomes ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Final Exam ◽  
Computer Mediated ◽  
Significant Difference ◽  
Working Adult ◽  
The Relationship

The purpose of this study was to answer the question: Is the level of achievement of working adult students in an online class directly related to the method of compute-mediated communication used by faculty? The study examined the relationship between the methods of computer-mediated communication utilized, the independent variable; and student outcomes, the dependent variable, among working adult students in online courses. Through an examination of course communication records and student final exam grades, the researcher developed course-based measures of the methods of computer-mediated communication and student outcomes. These measures were used to conduct statistically appropriate tests to determine if there was a statistically significant difference in the student final exam scores between classes that used only basic methods of computer-mediated communication as opposed to courses that employed both basic and advanced methods.

Effects of Computer-Mediated Communication

2009 ◽  
pp. 1864-1870
Author(s):  
Stuart S. Gold
Keyword(s):  
Adult Students ◽  
Student Outcomes ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Final Exam ◽  
Computer Mediated ◽  
Significant Difference ◽  
Working Adult ◽  
The Relationship

The purpose of this study was to answer the question: Is the level of achievement of working adult students in an online class directly related to the method of compute-mediated communication used by faculty? The study examined the relationship between the methods of computer-mediated communication utilized, the independent variable; and student outcomes, the dependent variable, among working adult students in online courses. Through an examination of course communication records and student final exam grades, the researcher developed course-based measures of the methods of computer-mediated communication and student outcomes. These measures were used to conduct statistically appropriate tests to determine if there was a statistically significant difference in the student final exam scores between classes that used only basic methods of computer-mediated communication as opposed to courses that employed both basic and advanced methods.

Effects of Computer-Mediated Communication

2011 ◽  
pp. 787-792 ◽  
Author(s):  
Stuart S. Gold
Keyword(s):  
Adult Students ◽  
Student Outcomes ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Final Exam ◽  
Computer Mediated ◽  
Significant Difference ◽  
Working Adult ◽  
The Relationship

The purpose of this study was to answer the question: Is the level of achievement of working adult students in an online class directly related to the method of compute-mediated communication used by faculty? The study examined the relationship between the methods of computer-mediated communication utilized, the independent variable; and student outcomes, the dependent variable, among working adult students in online courses. Through an examination of course communication records and student final exam grades, the researcher developed course-based measures of the methods of computer-mediated communication and student outcomes. These measures were used to conduct statistically appropriate tests to determine if there was a statistically significant difference in the student final exam scores between classes that used only basic methods of computer-mediated communication as opposed to courses that employed both basic and advanced methods.

Computer-Mediated Communication and Mental Health

2020 ◽  
pp. 78-110
Author(s):  
Adrian Meier ◽  
Emese Domahidi ◽  
Elisabeth Günther
Keyword(s):  
Mental Health ◽  
Computer Mediated Communication ◽  
Well Being ◽  
Future Research ◽  
Mediated Communication ◽  
Disciplinary Boundaries ◽  
Emerging Trends ◽  
Computer Mediated ◽  
The Relationship ◽  
Systematic Database

The relationship between computer-mediated communication (e.g., Internet or social media use) and mental health has been a long-standing issue of debate. Various disciplines (e.g., communication, psychology, sociology, medicine) investigate computer-mediated communication in relation to a great variety of negative (i.e., psychopathology) and positive (i.e., well-being) markers of mental health. We aim at charting this vast, highly fragmented, and fast growing literature by means of a scoping review. Using methods of computational content analysis in conjunction with qualitative analyses, we map 20 years of research based on 1,780 study abstracts retrieved through a systematic database search. Results reveal the most common topics investigated in the field, as well as its disciplinary boundaries. Our review further highlights emerging trends in the literature and points to unique implications for how future research should address the various relationships between computer-mediated communication and mental health.

scholarly journals Explicating Cues: A Typology for Understanding Emerging Media Technologies

2019 ◽  
Vol 25 (1) ◽  
pp. 32-43
Author(s):  
Kun Xu ◽  
Tony Liao
Keyword(s):  
Social Presence ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Important Concept ◽  
Media Technologies ◽  
Emerging Media ◽  
Computing Technologies ◽  
Computer Mediated ◽  
The Relationship

Abstract Cues have long been an important concept in computer-mediated communication (CMC), as several core theories have utilized cues to explain how they get filtered and interpreted through technologies. As computing technologies evolved, other related fields have also adopted cues as a concept for understanding technological interaction. Given the pervasive nature of cues, this article first explicates the concept and creates a typology of cues based on how different fields have studied them. It then examines key differences in how existing theories approach cues and their assumptions behind cues, and further pulls apart the relationship between different cue categories and their potential effects on social presence. Lastly, we explain how researchers could draw on this typology to understand the increasingly multifaceted ways that emerging media technologies present cues and evoke social presence. A clear typology of cues is necessary both to clarify the term and help guide future evolutions of CMC.

scholarly journals A INFLUÊNCIA DA ENGENHARIA SEMIÓTICA NA EXPERIÊNCIA DO USUÁRIO DE APLICATIVOS MOBILE: Uma reflexão sobre a relação entre semiose e o desenvolvimento de APPs / THE INFLUENCE OF SEMIOTIC ENGINEERING IN THE USER EXPERIENCE OF MOBILE APPLICATIONS: A reflection on the relationship between semiosis and the development of APPs

2018 ◽  
Vol 23 (2) ◽  
Author(s):  
João Paulo Carneiro ARAMUNI ◽  
Luís Cláudio Gomes MAIA
Keyword(s):  
User Experience ◽  
Mobile Applications ◽  
Mobile Application ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Mobile Development ◽  
Application Developers ◽  
The Relationship

RESUMO. Este artigo apresenta uma abordagem sobre a influência da engenharia semiótica na experiência do usuário de aplicativos mobile. Uma vez que a semiótica se define como o estudo dos signos, dos processos de significação e como os signos e os significados tomam parte na comunicação, os seus estudos estão atualmente voltados para os processos de comunicação mediada por computador entre designers e usuários de sistema, em seus tempos de interação conjunta. Através dos sistemas de interface, por muitos meios diretos e indiretos, designers dizem aos usuários como eles podem ou devem interagir com o sistema, a fim de adquirir um alcance particular de alvos antecipados pelo momento do designing. A mensagem interativa dos designers para os usuários inclui uma “linguagem de interação” que deverá ser utilizada na comunicação de usuários com o sistema. O objetivo deste estudo é ampliar a visão do leitor sobre esta linguagem de interação e a forma como ela é construída no caso de aplicativos móveis. Este estudo contribui com o preenchimento de uma lacuna teórica na compreensão da relação entre semiose e desenvolvimento mobile. Na perspectiva aplicada, a pesquisa oferece contribuições para à comunidade de desenvolvedores de aplicativos móveis quanto à compressão da influência da semiótica na experiência do usuário com a interface do produto desenvolvido. Palavras-chave: Engenharia Semiótica; Experiência do Usuário; Desenvolvimento Mobile.ABSTRACT. This paper presents an approach on the influence of semiotic engineering on the mobile application user experience. Since semiotics is defined as the study of signs, meaning processes, and how signs and meanings take part in communication, their studies are currently focused on the processes of computer-mediated communication between designers and system users, in their times of joint interaction. Through interface systems, by many direct and indirect means, designers tell users how they can or should interact with the system in order to acquire a particular range of anticipated targets by the time of designing. The designers' interactive message for users includes an "interaction language" that should be used in the communication of system users. The purpose of this study is to broaden the reader's view on this interaction language and how it is built in the case of mobile applications. This study contributes to filling a theoretical gap in understanding the relationship between semiosis and mobile development. In the applied perspective, the research offers contributions to the community of mobile application developers regarding the compression of the influence of semiotics on the user experience with the developed product interface. Keywords: Semiotic Engineering; User Experience; Mobile Development.

Focus-on-Form and L2 learning in Synchronous Computer-Mediated Communication

2018 ◽  
pp. 118-139
Author(s):  
Wan-Tsai Kung ◽  
Zohreh R. Eslami
Keyword(s):  
Test Performance ◽  
Computer Mediated Communication ◽  
Learning Outcome ◽  
Focus On Form ◽  
Mediated Communication ◽  
Proficiency Levels ◽  
Subsequent Learning ◽  
Computer Mediated ◽  
Significant Difference ◽  
L2 Learning

This chapter reports on a study of the effectiveness of interaction in synchronous computer-mediated communication (SCMC) context by comparing the nature of negotiations between learners of different proficiency levels in different dyadic types (NS/NNS and NNS/NNS). Dyads performed two tasks using textual SCMC interactions. Language-related episodes (LRE) were identified and used as a basis for individualized tailor-made tests to assess the learners' subsequent learning outcome. The results revealed that in the NS-NNS dyads, no significant difference in the frequency of LREs produced was found between the lower- and higher-proficiency learners whereas in the NNS-NNS dyads, the lower-proficiency learners produced significantly more LREs than their higher-proficiency interlocutors. Additionally, the learners of both proficiency groups interacting with NSs produced significantly more LREs than learners interacting with NNSs. However, no significant differences were found in the test performance of learners of different proficiency levels in either dyadic type.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes

2005 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Eric R. Wright ◽  
Anthony H. Lawson
Keyword(s):  
Collaborative Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Computer Mediated Communication ◽  
Learning Activities ◽  
Mediated Communication ◽  
Final Exam ◽  
Introductory Sociology ◽  
Computer Mediated ◽  
Online Group

Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.

The effects of smileys on receivers’ emotions

2017 ◽  
Vol 34 (6) ◽  
pp. 489-495 ◽  
Author(s):  
Katja Lohmann ◽  
Sebastian Stefan Pyka ◽  
Cornelia Zanger
Keyword(s):  
Design Methodology ◽  
Field Data ◽  
Computer Mediated Communication ◽  
Emotional Contagion ◽  
Mediated Communication ◽  
Content Type ◽  
Computer Mediated ◽  
Interaction Partners ◽  
The Relationship ◽  
Inherent Part

Purpose Nowadays, computer-mediated communication (CMC) is an inherent part of consumers’ daily interactions. That kind of communication, however, is associated with limited options to express emotions and, thus, impairs smooth interactions. Considering these shortcomings, existing research has paid attention to the use of smileys and examines their impacts on communication. Nevertheless, little is known about the effects of smileys on the receivers’ emotions as well as on the interaction between the communication partners. Against this background, the study aims to investigate the appropriateness of smileys in causing emotional contagion in CMC. That interpersonal mechanism fosters harmonic interactions and strengthens the relationship between interaction partners by sharing emotions. Design/methodology/approach Field data of 1,745 females were obtained through an online experiment applying two scenarios that only differ by the use of either a positive or a negative smiley. The appropriateness of both smileys to express positive or negative emotions was pretested in a study with 18 respondents. Findings The findings support the assumption that emotions expressed by smileys affect receivers’ emotions through the process of emotional contagion. Furthermore, the effects of the negative smiley on the emotions of the receivers are moderated by the receivers’ susceptibility to emotional contagion. Originality/value Findings contribute to current research on CMC by offering a deeper understanding of the impacts of smileys on interactions. In that way, the present study underlines the suitability of smileys to stimulate emotional contagion in a “cueless” environment.

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