Threaded Discussion

2011 ◽  
pp. 1846-1855 ◽  
Author(s):  
Karen Swan
Keyword(s):  
Computer Mediated Communication ◽  
Time And Space ◽  
Mediated Communication ◽  
Threaded Discussions ◽  
Threaded Discussion ◽  
Subject Line ◽  
Computer Mediated ◽  
Multiple Threads ◽  
Over Time

Threaded discussion is a kind of computer-mediated communication (CMC). Specifically, it is an online dialog or conversation that takes the form of a series of linked messages organized topically. Threaded discussions are text based and asynchronous; they develop over time as participants separated in time and space read and reply to existing messages. Messages in a given thread share a common topic and are linked to each other in the order of their creation. Threaded discussions are particularly useful in online venues where multiple discussions develop at the same time. They grow like crystals, with multiple threads expanding simultaneously rather than evolving linearly. Without them, discussion participants would confront a chaotic, unsorted list of messages on many different topics. By linking responses to messages within a common subject line, threaded discussion makes it easier for participants to focus on one conversation and avoid the distractions of unrelated postings.

Threaded Discussion

2011 ◽  
pp. 2110-2118
Author(s):  
Karen Swan
Keyword(s):  
Computer Mediated Communication ◽  
Time And Space ◽  
Mediated Communication ◽  
Threaded Discussions ◽  
Threaded Discussion ◽  
Subject Line ◽  
Computer Mediated ◽  
Over Time

Threaded discussion is a kind of computer-mediated communication (CMC). Specifically, it is an online dialog or conversation that takes the form of a series of linked messages organized topically. Threaded discussions are text-based and asynchronous; they develop over time as participants separated in time and space read and reply to existing messages. Messages in a given thread share a common topic and are linked to each other in the order of their creation. Threaded discussions are particularly useful in online venues where multiple discussions develop at the same time. Without them, discussion participants would confront a chaotic, unsorted list of messages on many different topics. By linking responses to messages within a common subject line, threaded discussion makes it easier for participants to focus on one conversation and avoid the distractions of unrelated postings.

scholarly journals ‘I refuse to respond to this obvious troll’: an overview of responses to (perceived) trolling

Corpora ◽  
2015 ◽  
Vol 10 (2) ◽  
pp. 201-229 ◽  
Author(s):  
Claire Hardaker
Keyword(s):  
Hate Speech ◽  
Computer Mediated Communication ◽  
Time And Space ◽  
Mediated Communication ◽  
Linguistic Research ◽  
Computer Mediated ◽  
Efficient Communication ◽  
Fertile Ground ◽  
The Creation ◽  
Over Time

Computer-mediated communication (CMC) provides many benefits, including quick, efficient communication over time and space. At the same time, however, the anonymity it offers can give a sense of impunity, an illusion that behaviour is less hurtful than it really is, and a suppression of empathy. In short, CMC can be a fertile ground for conflict, and one particular manifestation of this is trolling. Trolling involves deliberately attacking others online, typically for amusement's sake. In some cases, it can be taken to such an extreme that it clearly violates UK legislation on hate-speech, abuse and menace. Whilst forensic linguistic research into threatening and abusive language is, however, gradually growing ( Carney, 2014 ; Chakraborti, 2010 : 99–123; and Fraser, 1998 ), there is a shortage of research into linguistic aggression online, and particularly research into trolling (see, however, Binns, 2011 ; Herring et al., 2002 ; and Shin, 2008 ). In endeavouring to contribute to this under-researched area, this paper seeks to address the question, ‘How do users respond to (perceived) trolling?’ The answer to this is elaborated through the creation of a working taxonomy of response types, drawn from 3,727 examples of user discussions and accusations of trolling which were extracted from an eighty-six million word Usenet corpus. I conclude this paper by discussing the limitations and applications of this research.

Virtual Communities

2009 ◽  
pp. 1512-1519
Author(s):  
George Kontolemakis
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Semantic Space ◽  
Computer Networking ◽  
Mediated Communication ◽  
Electronic Networks ◽  
Computer Mediated ◽  
Definition Of ◽  
Improved Technology ◽  
Over Time

In recent years, computer-mediated communication has been the enabling factor for connecting people to one another and establishing “virtual relationships” (Igbaria, 1999; Johnston, Raizada, & Cronin, 1996). Virtual communities evolved as users of the early networks utilized them mainly for informal rather than business-related communication. These communities were not planned development in the sphere of computer networking. As this form of interaction increased, the users began to demand better and improved technology and functionality which would assist them in their interactions. “Virtual Communities describe the union between individuals or organizations who share common values and interests using electronic media to communicate within a shared semantic space on a regular basis” (Schubert, 1999). This was one of the first definitions of Virtual Communities. Nowadays, in considering companies that are building or trying to build virtual communities, it seems that the up-to-date definition of Virtual Communities is that these “involve establishing connections on electronic networks among people with common needs so that they can engage in shared discussions that persist and accumulate over time leading to complex webs of personal relationships and an increasing sense of identification with the overall community” (Hagel, 2007).

Supplementing Access to Social Capital Over Time: Computer-Mediated Communication Competence for Social-Resource Development

2019 ◽  
pp. 089443931989550
Author(s):  
Brandon C. Bouchillon
Keyword(s):  
Social Capital ◽  
Computer Mediated Communication ◽  
Social Contact ◽  
Resource Development ◽  
Occupational Prestige ◽  
Social Resource ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Based ◽  
Over Time

Social capital has been declining in America for the better part of a century, as citizens now find themselves connected to fewer people and resources. But computer-based modes of social contact have at the same time opened up new frontiers for expanding and developing personal relationships online. A two-wave U.S. web survey was used to examine the importance of computer-mediated communication (CMC) competence for social-resource development, measured in terms of occupational prestige. CMC competence related to acquiring more total resources over time. It also contributed to accessing a wider range of resources and having more valuable connections on average. When CMC competence was broken down into subscale measures, computer-based motivation contributed to total resources and range in resources, while computer-based attentiveness related to developing better resources. Findings speak to the value of CMC competence for social capital and the waning influence of interpersonal competence in general.

Firepups at the Lake

2014 ◽  
pp. 206-218 ◽  
Author(s):  
Dona J. Hickey
Keyword(s):  
Computer Mediated Communication ◽  
Front Page ◽  
Mediated Communication ◽  
Social Community ◽  
Identity Creation ◽  
The Public ◽  
Computer Mediated ◽  
The Status ◽  
Political Blog ◽  
Over Time

This chapter examines how a social community was created and developed on a left-leaning political blog, Firedoglake; in particular, it explores how readers, as commenters, engaged each other, establishing credibility, or rhetorically speaking, acquiring and enhancing their ethos and attaining the status of a respected member of the blog’s community. All excerpted threads include pseudonyms or screen names of users and all material from the designated blogs is, of course, in the public domain. In part 2, the chapter describes how the character of the blog itself, Firedoglake, changed over time as it grew to include an increasing number of front-page posters, became generally identified as hypercritical of the Obama administration, and became an umbrella site for smaller blogs under its banner. The discussion in both parts explores identity creation and the question of community in computer-mediated communication.

Student Participation, Interaction, and Regulation in a Computer-Mediated Communication Environment: A Qualitative Study

1996 ◽  
Vol 14 (3) ◽  
pp. 243-268 ◽  
Author(s):  
Lorena F. Ruberg ◽  
David M. Moore ◽  
C. David Taylor
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
The Face ◽  
Computer Based ◽  
Multiple Threads ◽  
Level Of Thinking ◽  
Face Pattern

This case study provides a description of student interaction and participation within a computer-mediated environment in an experimental offering of a plant science lab course. Based on structured classroom observation, interviews, and surveys with students and teachers this study examines 1) how a CMC pattern of discourse differs from a face-to-face pattern of discussion in a class setting; 2) whether students participating in a CMC activity produce a discourse that reflects the level of thinking and sharing of ideas desired by the instructor; and 3) how the computer-based interface facilitates and/or inhibits communication between students. This study shows that the CMC-based activities offers an alternative pattern of interaction which differs from the face-to-face pattern in some, but not all ways. The CMC discourse encourages experimentation, sharing of early ideas, increased and more distributed participation, and collaborative thinking. However, for some students the CMC activities are confusing and inhibiting because of the lack of social cues and multiple threads of simultaneous topics—the same features that appeal to other students. Successful use of CMC activities requires a classroom social environment that encourages peer interaction. Equally important is the selection of engaging tasks that are structured enough to diminish confusion but still allow spontaneity and experimentation. Teachers also need to find ways to directly link the CMC discussions to prior and upcoming learning activities so that students will see the value in creating a discourse that they will want to refer to and use in other class activities.

Social Networking for Interpersonal Life: A Competence-Based Approach to the Rich Get Richer Hypothesis

2020 ◽  
pp. 089443932090950
Author(s):  
Brandon C. Bouchillon
Keyword(s):  
Social Networking ◽  
Real World ◽  
Computer Mediated Communication ◽  
Good News ◽  
Interpersonal Competence ◽  
Mediated Communication ◽  
Skill Sets ◽  
Computer Mediated ◽  
The Rich ◽  
Over Time

Online and offline interactions are thought to draw from separate but complementary skill sets. This explains why individuals who are competent interpersonally tend to get more out of social networking. At least part of what they already know about interacting applies online. But whether computer-based competence has some bearing on real-world interactional capability is still open to debate. The present study tested associations between computer-mediated communication (CMC) competence and interpersonal competence over time. Results indicate that CMC competence was related to interpersonal competence and interpersonal contributed back to CMC competence. The forms of competence become mutually reinforcing. Using Facebook contributed to CMC competence as well, but not to interpersonal competence, at least not directly. Facebook use was related to interpersonal competence indirectly, through increasing CMC competence over time. Social networking is associated with feeling more capable of interacting through computers, and online proficiency has some application in the real world. This is good news for a withdrawn society that has become less competent socially. Developing either form of competence should contribute to its counterpart.

Politics in Virtual Work

2010 ◽  
pp. 193-206
Author(s):  
Shawn D. Long ◽  
Marla D. Boughton ◽  
Rachel Widener
Keyword(s):  
Resource Allocation ◽  
Virtual Environment ◽  
Virtual Teams ◽  
Virtual Work ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The Relationship ◽  
Over Time

Due to their hierarchical structure and limited resources, organizations are inherently political. Employees need to know how to “play the game” in order to get ahead. In this chapter, we provide a background on politics, examining how the study of politics has evolved over time. We also examine the relationship between politics and similar constructs, such as authority, power, and influence. We then apply politics to an increasingly common organizational structure—virtual teams. Based upon research on trust, resource allocation, and influence in virtual teams, we suggest that, rather than being attenuated in the virtual environment, politics may in fact become exacerbated by the use of computer-mediated communication. We end the chapter with suggestions for future research on politics in virtual teams.

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