Benchmarking Electonic Democracy

2011 ◽  
pp. 135-140
Author(s):  
F. Amoretti
Keyword(s):  
Information Technology ◽  
Political Action ◽  
Computer Mediated Communication ◽  
Monitoring And Evaluation ◽  
Global Scale ◽  
Virtual Space ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Electronic Democracy

Electronic democracy refers to the use of information technology (IT) to expedite or transform the idea and practice of democracy. (Street, 2001, p. 4397) From the beginning, a common assumption in many discussions of e-democracy is that ICTs have the power to augur in a new political order. There are of course different ideas about what constitutes as an e-democracy, but it appears to be taken for granted that ICTs have this constructive power regardless of the conditions and environment in which they are used (Barber, 1984). Whilst the most significant experiences in the field of ICTs have been generated by bottom-up processes rooted in civil society, a great deal of e-democracy projects are characterised by the political action of national and supranational institutions. The enormous resources spent on e-democracy initiatives and the institutional structure of democratic societies that place pressure on politicians and decision makers to justify their decisions in relation to those they represent both generate a need for public evaluation tools and shared instruments of analysis. Moreover, as information technology tends to create spaces of interaction that are easily accessible and interconnected on a global scale, the need for standardised empirical definitions and indicators is attracting more and more attention (Gibson, Ward, & Rommele, 2004; Trechsel, Kies, Mendez, & Schmitter, 2004). Benchmarking, in this context, is a method of analysis that comprises the identification of significant factors that influence the perceived quality of an interactive virtual space and that facilitates a constant process of comparative monitoring and evaluation of experiences. Many institutions and research centres are currently committed to this task, deducing empirical frameworks of analysis from theoretical reflections about computer-mediated communication (CMC) and democracy, whilst simultaneously seeking to improve theories regarding electronic democracy—and democracy tout court—by the observation and comparison of diverse projects. The output of this kind of research is often a set of best practices, intended to export successful approaches from one country to another.

Benchmarking Electonic Democracy

2011 ◽  
pp. 362-370
Author(s):  
Francesco Amoretti
Keyword(s):  
Information Technology ◽  
Political Action ◽  
Computer Mediated Communication ◽  
Monitoring And Evaluation ◽  
Global Scale ◽  
Virtual Space ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Electronic Democracy

Electronic democracy refers to the use of information technology (IT) to expedite or transform the idea and practice of democracy. (Street, 2001, p. 4397) From the beginning, a common assumption in many discussions of e-democracy is that ICTs have the power to augur in a new political order. There are of course different ideas about what constitutes as an e-democracy, but it appears to be taken for granted that ICTs have this constructive power regardless of the conditions and environment in which they are used (Barber, 1984). Whilst the most significant experiences in the field of ICTs have been generated by bottom-up processes rooted in civil society, a great deal of e-democracy projects are characterised by the political action of national and supranational institutions. The enormous resources spent on e-democracy initiatives and the institutional structure of democratic societies that place pressure on politicians and decision makers to justify their decisions in relation to those they represent both generate a need for public evaluation tools and shared instruments of analysis. Moreover, as information technology tends to create spaces of interaction that are easily accessible and interconnected on a global scale, the need for standardised empirical definitions and indicators is attracting more and more attention (Gibson, Ward, & Rommele, 2004; Trechsel, Kies, Mendez, & Schmitter, 2004). Benchmarking, in this context, is a method of analysis that comprises the identification of significant factors that influence the perceived quality of an interactive virtual space and that facilitates a constant process of comparative monitoring and evaluation of experiences. Many institutions and research centres are currently committed to this task, deducing empirical frameworks of analysis from theoretical reflections about computer-mediated communication (CMC) and democracy, whilst simultaneously seeking to improve theories regarding electronic democracy—and democracy tout court—by the observation and comparison of diverse projects. The output of this kind of research is often a set of best practices, intended to export successful approaches from one country to another.

Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1164-1168 ◽  
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Learning Processes ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments. Since standard learning environments involve both formal and informal communication, it seems reasonable to claim that without informal communication students and faculty would have difficulties in sustaining the learning processes. Beyond the ever-growing exchange of formal content, the opportunity of informal communication appears increasingly essential for the successful pursuit of online studies.

Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1076-1081
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments.

The Role of Computer-Mediated Communication

2010 ◽  
Vol 6 (4) ◽  
pp. 61-73
Author(s):  
Bolanle A. Olaniran ◽  
Natasha Rodriguez
Keyword(s):  
Information Technology ◽  
Computer Mediated Communication ◽  
Corporate Training ◽  
Future Trends ◽  
Organizational Training ◽  
Mediated Communication ◽  
Theoretical Approaches ◽  
Technological Advances ◽  
Computer Mediated

The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide a discussion of future trends and implications in this subject.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

The Role of Computer-Mediated Communication

2012 ◽  
pp. 343-355
Author(s):  
Bolanle A. Olaniran ◽  
Natasha Rodriguez
Keyword(s):  
Information Technology ◽  
Computer Mediated Communication ◽  
Future Trends ◽  
Organizational Training ◽  
Classroom Learning ◽  
Mediated Communication ◽  
Theoretical Approaches ◽  
Technological Advances ◽  
Computer Mediated

The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide a discussion of future trends and implications in this subject.

scholarly journals Content, Context, Reflexivity and the Qualitative Research Encounter: Telling Stories in the Virtual Realm

2006 ◽  
Vol 11 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Nicola Illingworth
Keyword(s):  
Qualitative Research ◽  
Research Agenda ◽  
Computer Mediated Communication ◽  
Virtual Space ◽  
Sense Making ◽  
Full Potential ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Virtual Participation

The arrival of the virtual realm and computer-mediated communication (CMC) has attracted considerable interest within the discipline. However, the full potential of computer-mediated conversation as both a research resource and medium of communication within the qualitative research encounter awaits further exploration. In this paper, I discuss the dimensions of the qualitative ‘tradition’, the recent burgeoning interest in biographical methods shaping the research agenda and the significance of the virtual realm as a locus of communication. In so doing, I draw from my recent research exploring 15 women's accounts of their experiences of infertility and assisted reproductive procedures. Often, the qualitative encounter becomes a shared medium of trust, reciprocity and revelation. This research highlights the importance of not just making ‘space’ for participants voices and words but of acknowledging the significance of the context of communication itself – paying attention to ‘where’ and ‘how’ we speak is as critical as paying attention to what might be said. Participants within this study used and translated virtual text and virtual participation into a sense-making vehicle. In this respect, the virtual space offers a new dimension to the qualitative research encounter and we need to remain aware of the opportunities this affords.

Computer-Mediated Communication

2009 ◽  
pp. 1547-1568
Author(s):  
J. Michael Blocher
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Research Agenda ◽  
Communication Systems ◽  
Electronic Communication ◽  
Computer Mediated Communication ◽  
Virtual Learning Environments ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Computer Mediated Communications

Advancements in information technology have transformed much in all aspects of today’s society. In particular, synchronous and asynchronous electronic communication systems support countless interactions every day. However, these communication systems have specific limitations that can cause miscommunications as well. Because of that, computer-mediated communications (CMC) has been a robust research agenda in many disciplines. This is especially true of education, where online learning has become common place in all but a few universities, thus requiring learners to interact via CMC within virtual learning environments. This chapter will use educational CMC research as a lens to promote and support an understanding of how to better utilize and facilitate electronic communication, regardless of the field or endeavor.

Interactional Modifications in Internet Chatting

2009 ◽  
pp. 1390-1409
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

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