Online Discourse

2007 ◽  
pp. 76-86 ◽  
Author(s):  
S. Jones
Keyword(s):  
Small Group ◽  
Computer Mediated Communication ◽  
Information And Communications Technology ◽  
Mediated Communication ◽  
Student Centered ◽  
Student Centered Learning ◽  
Large Classes ◽  
Face To Face ◽  
Education Environment

This chapter explores how information and communications technology (ICT) can be designed to maximize human computer interactions (HCI) in order to create a student-centered learning environment within large classes by enabling small-group discourse. Through an empirical case study of student participation through computer-mediated-communication the chapter demonstrates how the flexibility created in the online environment enables students in large classes, particularly students from non-English speaking backgrounds, to participate at a pace that enables them to contribute considered opinions to a small-group discourse. The case study reiterates the argument that HCI is best achieved when ICTs and face-to-face classes are combined. It is argued that in so doing HCI assists the higher education environment to both meet the demands for mass-market, consumer-driven, globally accessible higher educational, as well as addressing industry demand for graduates with advanced problem-solving and analytical and reflective skills who are able to work collaboratively in teams.

scholarly journals Communication Practices and Social Tie Formation: A Case Study of Recreational Lifestyle Sports Cultures

2017 ◽  
Vol 10 (3) ◽  
pp. 393-413 ◽  
Author(s):  
Veera Ehrlén
Keyword(s):  
Online Survey ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
The Social ◽  
Social Meanings ◽  
Survey Results ◽  
Communication Practices

This case study examines contemporary recreational sports practitioners’ communication practices and social tie formation from the perspective of two lifestyle sports disciplines: climbing and trail running. Online survey results from 301 climbers and trail runners from Finland indicate that computer-mediated communication (CMC) has established its place in recreational lifestyle sports cultures; however, it has not done it at the expense of face-to-face (FtF) communication. Online interaction produces weak social ties with instrumental and informative value, but physical location is essential in establishing ties with emotional and appraisal value. This paper argues that it is the sports subculture and individual practitioners’ needs that define how interaction is realized, and what importance different online and off-line communication practices have. Besides studying communication practices, this case study explores the social meanings practitioners attribute to their social contacts.

A Case Study on Support for Students' Thinking through Computer-Mediated Communication

2000 ◽  
Vol 87 (1) ◽  
pp. 295-303 ◽  
Author(s):  
Machiko Sannomiya ◽  
Atsuo Kawaguchi
Keyword(s):  
Distance Education ◽  
Graduate Students ◽  
Computer Mediated Communication ◽  
Communication Media ◽  
Mediated Communication ◽  
Face To Face ◽  
Production Stage ◽  
Computer Mediated

This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated 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.

A case study of language learners’ social presence in synchronous CMC

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Chao-Jung Ko
Keyword(s):  
Learning Environments ◽  
Language Learners ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Study Approach ◽  
Computer Mediated ◽  
Learning Journals

AbstractThis study adopts a case study approach to investigate the impacts of synchronous computer-mediated communication (CMC) learning environments on learners’ perception of social presence. The participants were twelve French as a foreign language (FFL) beginners in a Taiwanese university. Divided into three groups, they conducted some tasks in three different learning environments (video/audio, audio and face-to-face) during an academic semester. Before each oral task, all the participants had to conduct the same task in synchronous text chat. The participants’ interview transcriptions, learning journals and the instructor's observation journal provided information about the impacts of each environment on their perception of social presence. The results of the study suggested that the differences in the environments are reflected in the learners’ perception of social presence.

scholarly journals Paralinguistics Cues Used and Miscommunication on Social Media: Case Study of Students of Communication Science Program Universitas Padjadjaran

2017 ◽  
Author(s):  
Nuning Kurniasih
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Nonverbal Communication ◽  
Focus Group Discussion ◽  
Computer Mediated Communication ◽  
Group Discussion ◽  
Primary Data ◽  
Mediated Communication ◽  
Face To Face

Computer-Mediated Communication supports verbal and nonverbal communication in online reality same with face-to-face communication. Verbal elements in communication include words spoken while nonverbal elements include paralinguistic. Paralinguistic cues used in social media might help the receiver in the delivery process but also might cause miscommunication. This study aims to investigate the use of paralinguistic cues by students of Program Study Communication Sciences Universitas Padjadjaran and how is miscommunication on social media. This is a qualitative study based on case study method. Primary data collected through Focus Group Discussion (FGD) with the students of Program Study Communication Sciences Universitas Padjadjaran class A and B of class 2015. Triangulation was done by theories triangulation. The results show Paralinguistic cues used by students of Program Study Communication Sciences Universitas Padjadjaran include orthography, vocabularies, and graphic paralinguistic, while grammar and content and text are seldom used. Meanwhile, the common miscommunication usually done is lurking. This study might give contribution to the nonverbal communication feature developers on social media.Abstract in Bahasa IndonesiaKomunikasi bermedia komputer (CMC) mendukung komunikasi verbal dan non verbal dalam realitas online. Elemen verbal dalam komunikasi adalah kata-kata yang diucapkan, sedangkan elemen nonverbal mencakup paralinguistik atau paralanguage. Penggunaan paralinguistik ini dinilai akan mempermudah penerimaan pesan oleh penerima pesan, namun tidak jarang penggunaan paralinguistik juga menimbulkan miskomunikasi diantara mereka. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Pengumpulan data primer dilakukan melalui Focus Group Discussion dengan dua kelas, yaitu Kelas A dan B angkatan 2015 Program Studi Ilmu Komunikasi Universitas Padjadjaran. Triangulasi dilakukan dengan triangulasi teori. Hasil penelitian menunjukkan bahwa Paralinguistik yang sering dipergunakan oleh Mahasiswa Program Studi Ilmu Komunikasi Universitas Padjadjaran mencakup orthograpi, kosa kata dan paralinguistik grafis, sedangkan tata bahasa, konten dan teks jarang dipergunakan. Sementara itu miskomunikasi yang biasanya dilakukan adalah lurking. Hasil dari penelitian ini diharapkan dapat memberikan kontribusi bagi pengembangan komunikasi nonverbal di media sosial.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication

2017 ◽  
Vol 27 (1) ◽  
pp. 103-117 ◽  
Author(s):  
Usha S. Harris
Keyword(s):  
Service Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Information And Communications Technology ◽  
Working Environment ◽  
Mediated Communication ◽  
Global Citizens ◽  
Communication Processes ◽  
Computer Mediated ◽  
The Impact

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

Sign in / Sign up

Export Citation Format

Share Document