Learning in an Active, Collaborative Space

2010 ◽  
pp. 275-294 ◽  
Author(s):  
Michele P. Notari ◽  
Beat Döbeli Honegger
Keyword(s):  
Learning Theory ◽  
21St Century ◽  
Computer Mediated Communication ◽  
Problem Based Learning ◽  
Communication Channels ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The Future ◽  
Collaborative Space ◽  
The Individual

Based on the implications of technological progress and socioconstructivist learning theory, trends are being developed for tools to promote learning in the information society of the 21st century. The future promises a massive increase in information and its ubiquitous availability, along with an increase in computer-mediated communication. It is particularly important to understand that the communication requests placed on the individual and the range of available communication channels will increase in coming years. Tools must therefore be conceptualized to manage the communication and information glut of the future in an “intelligent” way permitting a collaborative way of learning. Looking ahead, lifelong, rather informal and problem-based learning could become significantly more important than formal learning. The characteristics of wikis will be presented as a possible representative example and explored based on the above criteria. The chapter concludes with prognoses on the nature of ICT-supported learning in coming years.

Interactive Online Learning

2018 ◽  
pp. 1692-1709
Author(s):  
Rauno Rusko
Keyword(s):  
Educational Technology ◽  
Content Analysis ◽  
Student Voice ◽  
Computer Mediated Communication ◽  
Communication Channels ◽  
Technology In Education ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Dual Channels

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Interactive Online Learning

2017 ◽  
Vol 7 (3) ◽  
pp. 54-69
Author(s):  
Rauno Rusko
Keyword(s):  
Educational Technology ◽  
Student Voice ◽  
Computer Mediated Communication ◽  
Communication Channels ◽  
Technology In Education ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Dual Channels ◽  
University Level

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

Would You Share?

2012 ◽  
Vol 8 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Paul M. Di Gangi ◽  
Molly M. Wasko ◽  
Xinlin Tang
Keyword(s):  
Computer Program ◽  
Knowledge Sharing ◽  
Computer Mediated Communication ◽  
Communication Channels ◽  
Mediated Communication ◽  
Organizational Boundaries ◽  
Face To Face ◽  
Knowledge Repositories ◽  
Computer Mediated ◽  
Knowledge Types

Advances in computer-mediated communication technologies have increased the variety of choices individuals have when sharing knowledge both within and across organizational boundaries. This paper extends prior research by comparing face-to-face and computer-mediated communication channels (email, online communities, and knowledge repositories/wikis) for different knowledge types (computer program and expertise) in intra- and inter-organizational knowledge sharing contexts. Using vignettes, this study determines whether individuals adjust their knowledge sharing behaviors based on the different knowledge types, communication channels, and boundary conditions. Results suggest individuals are more likely to share expertise intra-organizationally via face-to-face and share a computer program intra-organizationally via knowledge repositories/wikis. Also, results suggest individuals are more likely to share expertise or a computer program inter-organizationally via face-to-face.

Networking Identities

2010 ◽  
Vol 2 (2) ◽  
pp. 32-42
Author(s):  
Lhoussain Simour
Keyword(s):  
Virtual Worlds ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Mediated Communication ◽  
Computer Mediated ◽  
New Space ◽  
The Subject ◽  
The Individual ◽  
Virtual Interactions

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.

Multitasking CMC to Study Connected Organizations

2011 ◽  
pp. 309-324 ◽  
Author(s):  
J. Patrick Biddix
Keyword(s):  
College Student ◽  
Structural Analysis ◽  
Web Sites ◽  
Computer Mediated Communication ◽  
Digital Data ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Rapid Diffusion ◽  
Mixed Approach ◽  
The Individual

The rapid diffusion of computer mediated communication (CMC) is redefining how individuals relate in contemporary ‘networked’ organizations. This chapter discusses the utility of pairing two forms of digital data collection, network analysis and electronic interviewing, to explore the structure and meaning of communication at the individual and organization level. Research methods are reviewed independently, and then presented together for consideration as a mixed approach. To demonstrate utility and challenge, a structural analysis of hyperlinks among college student group Web sites is paired with electronically conducted interviews. Howard’s (2002) network ethnography is discussed as a conceptual framework. Unique challenges and suggested ways of overcoming them are also presented.

Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity

2011 ◽  
pp. 99-123 ◽  
Author(s):  
Lisa Lobry de Bruyn
Keyword(s):  
Computer Mediated Communication ◽  
Problem Based Learning ◽  
Online Discussions ◽  
Learning Activity ◽  
Mediated Communication ◽  
Online Student ◽  
Student Collaboration ◽  
Face To Face ◽  
Computer Mediated ◽  
Face To Face Instruction

Most units of learning are being offered flexibly, either using distance education or online facilities, and often with asynchronous computer-mediated communication or online discussions. The use of asynchronous computer-mediated communication is believed to offer students the opportunity to communicate independently of time and place, and to ask questions, state opinions and offer advice when transferring interactive learning activities to an online environment. This chapter uses an action research framework to examine the quantity and nature of student engagement in a problem-based learning activity as a consequence of placing face-to-face instruction on and practice in problem-based learning prior to using asynchronous computer-mediated communication. The effectiveness of early placement of a 4-day residential component to improve student collaboration in the online problem-based learning activity was tested against six years (2001-2006) of electronically-archived online discussions in a 13-week, under- or post-graduate tertiary-level natural science unit.

Factors in Fluidity of Leadership in Emerging Contexts

2013 ◽  
pp. 62-84
Author(s):  
Anna C. McFadden ◽  
Juanita F. McMath ◽  
Michelle Hale ◽  
Barrie Jo Price
Keyword(s):  
Computer Mediated Communication ◽  
Mobile Technologies ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Current Events ◽  
Definition Of ◽  
The Individual ◽  
Political Economic ◽  
Leadership Actions

Using the definition of Hesselbein, Goldsmith, and Beckhard (1996), leaders are defined as those with followers and who garner influence with and among those followers. Mobile technologies, social media, and other computer-mediated communication tools have changed how those followers are connected to leaders and organizations as well as how influence can be exerted by the followers themselves. Leadership in political, economic, and educational contexts is examined through examples taken from research and current events. Three common themes emerged within each of the leadership sectors examined: time and place, the role of the individual vs. the group, and interactivity. These themes are explored through a framework of questions and leadership actions.

Networking Identities

2013 ◽  
pp. 235-246
Author(s):  
Lhoussain Simour
Keyword(s):  
Virtual Worlds ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Mediated Communication ◽  
Computer Mediated ◽  
New Space ◽  
The Subject ◽  
The Individual ◽  
Virtual Interactions

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.

Sign in / Sign up

Export Citation Format

Share Document