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.

The impact of identity on anxiety during wiki editing in higher education

2014 ◽  
Vol 27 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Benjamin Richard Cowan ◽  
Mervyn A. Jack
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Content Type ◽  
Computer Mediated ◽  
Bulletin Boards ◽  
Psychology Course ◽  
The Impact ◽  
System Characteristics

Purpose – Although wikis are common in higher education, little is known about the wiki user experience in these contexts and how system characteristics impact such experiences. The purpose of this paper is to explore experimentally the hypothesis that changing the anonymity of identity when editing wikis will impact significantly on user editing anxiety and that this may be dependent on the type of edit being conducted. Design/methodology/approach – This hypothesis was explored using a controlled experiment study whereby users were given excerpts to include in their own words on a wiki site used for a psychology course. Users edited the wiki anonymously, using a pseudonym relevant to the context (a matriculation number) and using a full named identity. Users were also either asked to add content to the wiki or to delete and replace content on the wiki site. Findings – The paper found that users experienced significantly less anxiety when editing anonymously compared to when editing with a pseudonym or full name and that the type of edit being conducted did not impact the anxiety felt. Originality/value – The research highlights that the effects of anonymity discussed are also in operation in a wiki context, a more fundamentally anonymous context compared to blogs, bulletin boards or general computer-mediated communication tools.

Computer Mediated Communication and Multimodal Instruction in Higher Education

2011 ◽  
pp. 128-145
Author(s):  
J. Patrick Williams ◽  
Hsin-Liang Chen
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Technology Enhanced Learning ◽  
Learning Spaces ◽  
Mediated Communication ◽  
Seamless Integration ◽  
Positive Effects ◽  
Computer Mediated ◽  
The Impact ◽  
Enhanced Learning

This chapter examines the impact of multimodal, computer-mediated communication strategies on instruction in higher education. Colleges and universities have realized positive effects of using computer- mediated communication in instruction, but these effects are often accompanied by unintended, unexpected, and surprising changes to instructional practices, course dynamics, and student outcomes. With the introduction of computer-mediated communication in the instructional setting, the array of roles and expectations increases substantially. This chapter outlines the use of ICTs in “blended” and fully-online learning spaces and highlights some of our observations gained in teaching and performing research in an online course. Researchers should focus on investigating the roles, expectations, and interactions that accompany these changes and work to support the evolving needs of all constituents of technology-enhanced learning spaces. We believe it is important that, as researchers, we investigate ways in which accessibility, flexibility, and seamless integration of ICTs, user experience, and pedagogy can be maximized.

scholarly journals The Use Of Computer Mediated Communication In Consumer Complaining: A Study In Higher Education

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Mary Beth Pinto ◽  
Phylis Mansfield
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
The United States ◽  
Third Party ◽  
Strong Correlations ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Research Findings ◽  
Eastern Half

The electronic channel for consumer complaining has increased dramatically in recent years and continued growth is expected in the future. The objective of this research was to explore how computer-mediated communication is being used as a channel for complaining in higher education. A study was conducted of the complaint intentions of 222 students at one college in the eastern half of the United States.  Four complaining dimensions were studied:  Voice, Negative Word-of-Mouth, Third Party, and Exit.  The results indicated that the most common behavioral intentions are: Complain to other students face-to-face, complain to the professor in office, and never take another class from the professor. The research findings also indicate the number of students who are likely to use computer-mediated communication to complain. In addition, the results show strong correlations between computer-mediated complaining and other complaining responses.

scholarly journals Computer-Mediated Communication and Culture: A Comparison of ‘Confucian-Heritage’ and ‘Western’ Learner Attitudes to Asynchronous E-Discussions Undertaken in an Australian Higher Educational Setting

2005 ◽  
Vol 2 (3) ◽  
pp. 263-275 ◽  
Author(s):  
Guy Ramsay
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Practice Research ◽  
Cultural Learning ◽  
Pedagogical Practice ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated

While the internationalisation of higher education has made learner diversity a key consideration in tertiary pedagogical practice, research into the application of computer-mediated technologies in this domain has rarely taken into account culture. This article responds to this gap in the research by comparing ‘Confucian-heritage’ and ‘Western’ learners' experience of computer-mediated discussions undertaken as part of an Australian university curriculum. Likert and open-ended question formats reveal that cultural learning styles and behaviours are salient to the computer-mediated learning experience and can inform how learners view its pedagogical applications. While appreciation of the utilitarian benefits is common to both cultural cohorts, Confucian-heritage learners place greater emphasis on the interpersonal benefits. By placing distinctions in learner cultural background at the centre of the study, a more nuanced understanding of computer-mediated communication and its attendant pedagogical applications in higher education emerges.

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.

What You Say and Where You Say It Matter: Effects of Facebook Message Publicity and Support Type on Evaluation of Support Message Quality

2021 ◽  
pp. 089443932110073
Author(s):  
Yining Malloch ◽  
Bo Feng
Keyword(s):  
Social Support ◽  
Emotional Support ◽  
Communication Channel ◽  
Computer Mediated Communication ◽  
Communication Model ◽  
Mediated Communication ◽  
Message Type ◽  
Computer Mediated ◽  
Tangible Support ◽  
The Impact

Guided by the masspersonal communication model, this study examined the impact of the communication channel (masspersonal vs. interpersonal) and support message type on evaluation of social support message quality in Facebook settings. An online factorial experiment with 480 participants revealed that support messages sent through interpersonal channels (e.g., private messaging) were perceived as higher in quality than those sent through masspersonal channels (e.g., status update). Regardless of channels, participants considered tangible support messages as higher quality than informational and emotional support messages. Implications for computer-mediated communication and social support theories and practices were discussed.

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.

THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT

2016 ◽  
Vol 39 (2) ◽  
pp. 257-285 ◽  
Author(s):  
Özgür Parlak ◽  
Nicole Ziegler
Keyword(s):  
Information Exchange ◽  
Computer Mediated Communication ◽  
Lexical Stress ◽  
Phonological Development ◽  
Mediated Communication ◽  
Primary Stress ◽  
Acoustic Correlates ◽  
Sentence Reading ◽  
Computer Mediated ◽  
The Impact

Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners’ phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners’ development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress.

scholarly journals A Skype-Buddy Model for Blended Learning

2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

scholarly journals A Skype-Buddy Model for Blended Learning

2014 ◽  
pp. 369-386
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students’ needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students’ and professors’ satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

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