Teaching, Learning, Negotiating

2011 ◽  
pp. 253-275 ◽  
Author(s):  
T. Chorney
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
New Technologies ◽  
Computer Mediated Communication ◽  
Cross Cultural ◽  
Mediated Communication ◽  
Traditional Role ◽  
Cross Cultural Communication ◽  
Computer Mediated ◽  
Teaching Learning

New technologies and computer-mediated communication (CMC) in general seem inherently suited to result in constructive cross-cultural communication. Yet researchers note that students and teachers, both of whom are instructional planners, lack the skills necessary to function in environments where they are “collaborative designers, rather than transmitters of knowledge” (Campbell, 2004b). As a result, the new possibilities for cross-cultural teaching and learning through dialogue and negotiation in the online environment compel us to reconceptualize the traditional role of the instructor and to ask, what does it mean to teach collaboratively, interactively, open-endedly? This chapter examines several central questions related to this situation as well as provides an overview of the dialogue-enabling properties of the Internet environment and its potential to support multiple learning styles.

The Use of the CMC Tool AMANDA in the Teaching of English

2011 ◽  
pp. 307-321
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

The Use of the CMC Tool AMANDA in the Teaching of English

2009 ◽  
pp. 489-504
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

Learning and Teaching with CMC in the U.S. Higher Education Arena

2011 ◽  
pp. 34-48 ◽  
Author(s):  
Allison V. Level ◽  
Amy E. Hoseth
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
The United States ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Computer Mediated ◽  
The Impact ◽  
The U.S

This chapter provides an overview of current issues and trends related to the impact and integration of computer mediated communication (CMC) and technological innovation in the teaching and learning environments of higher education in the United States. The chapter includes an introduction to the higher education arena, and then focuses on the current learning and teaching environments. Topics such as learning styles, learning behaviors, and CMC as an infrastructure in the student environment are discussed, along with transformational changes in the teaching environment. Recent fundamental changes in teaching and learning due to the incorporation of CMC are also discussed.

From Computer-Mediated Colonization to Culturally Aware ICT Usage and Design

2007 ◽  
pp. 178-197 ◽  
Author(s):  
Charles Ess
Keyword(s):  
Cultural Values ◽  
Computer Mediated Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Group ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
Computer Mediated

A number of examples demonstrate that technologies of computer-mediated communication (CMC) embed and foster specific cultural values and communicative preferences. Differences between the values and preferences embedded in CMC and those of a given cultural group thereby lead to communication failures. Hofstede’s and Hall’s theories partially explain these failures and, by contrast, examples of successful online cross-cultural communication via CMC designed to incorporate important cultural and communicative differences.

The World Wide Web and Cross-Cultural Teaching in Online Education

2009 ◽  
pp. 1020-1042
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

Strategies for Blended Approaches in Teacher Education

2011 ◽  
pp. 39-61 ◽  
Author(s):  
Ruth Geer
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Warning Signs ◽  
First Year ◽  
Mediated Communication ◽  
Study Approach ◽  
Computer Mediated ◽  
First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

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