Computer Mediated Communication

2011 ◽  
pp. 253-268
Author(s):  
Dianne Willis
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Education Institution ◽  
Further Education ◽  
Communication Tool ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Long Time ◽  
The Uk ◽  
Uk Higher Education

Email has been with us now for a long time and is being increasingly adopted as a major communication tool in UK Higher Education establishments (colleges of higher and further education and universities). As the use of email grows, the effect on communication patterns needs to be established. This paper looks at current communication and working practices within a higher education institution in the UK (the author’s own). A survey has been conducted to elicit people’s feelings about the use of email and how they see future patterns of communication developing within the establishment.

Computer-Mediated Communication - The Power of Email as a Driver for Changing the Communication Paradigm

2011 ◽  
pp. 106-130
Author(s):  
Dianne Willis
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Education Institution ◽  
Further Education ◽  
Communication Tool ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Paradigm ◽  
Long Time ◽  
The Uk

Email has been with us now for a long time and is being increasingly adopted as a major communication tool in UK Higher Education (HE) establishments (colleges of Higher and Further Education and universities). As the use of email grows, the effect on communication patterns needs to be established. This chapter looks at current communication and working practices within a Higher Education institution in the UK (the author’s own). A survey has been conducted to elicit people’s feelings about the use of email and how they see future patterns of communication developing within the establishment. The questions that the survey set out to answer were as follows: • Preferred methods of communication; • Advantages and disadvantages of each of the communication methods utilized at Leeds Metropolitan University (LMU); • Efficiency of email; • Items not suitable for email transmission; • Ethical considerations in using email; • Who is contacted using email; and • Increase or decrease of email usage in the future. The specific focus of the survey was to elicit how staff feel about the increasing dependence on the use of email within the institution, and these findings are discussed in the results section. The chapter will present a literature review of the area, the framework for the study, the methodology utilized, the results of the questionnaire, conclusions and future trends.

Computer Mediated Communication in Universities and Further Education Establishments

2011 ◽  
pp. 296-308
Author(s):  
Elayne Coakes ◽  
Dianne Willis
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Preliminary Investigation ◽  
Further Education ◽  
Large Percentage ◽  
Communication Process ◽  
Mediated Communication ◽  
Universities And Colleges ◽  
Computer Mediated ◽  
The Uk

This paper investigates the use of computer mediated communication (CMC) in colleges of further and higher education in the UK. Analysis is carried out by institutional type as preliminary investigation shows there are considerable differences between universities and colleges in terms of email usage. A total of 30 institutions replied to the survey: 14 Universities and 16 Colleges, some by email, others by post. This percentage is approximately 6.5% of all universities in the UK and 7% of all colleges. Whilst not a large percentage in total the results were so consistent across the sectors’ replies that they can be considered sufficiently representative of their sector. The study focuses on the use of email in support of the communication process and offers insights into the range of practice involved.

scholarly journals Examining the UK higher education sector through the network of institutional accounts on Twitter

First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Education Sector ◽  
University Rankings ◽  
Social Media Platforms ◽  
The Uk ◽  
Network Metrics ◽  
Uk Higher Education ◽  
Insight Into ◽  
Gaining Insight

Web link mining has been previously used as a way of gaining insight into how the Internet may be replicating or reshaping connections between institutions within the higher education sector. Institutions are increasingly active on social media platforms, and these connections have not been studied. This paper presents an exploratory analysis of the network of UK higher education institutional accounts on Twitter. All U.K. institutions have a presence. Standing in recent university rankings is found to be a significant predictor of several network metrics. In examining the communities present within the network, a combination of ranking and geolocation play a role. Analysis of a sample of tweets which mention more than one U.K. higher education institution provides an indication of why the topics of tweets would reinforce prestige and location in the network structure.

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.

The Open University of Israel

2011 ◽  
pp. 1546-1553
Author(s):  
Zippy Erlich ◽  
Judith Gal-Ezer
Keyword(s):  
Web Sites ◽  
Teaching Methods ◽  
Computer Mediated Communication ◽  
Education Institution ◽  
Jewish Studies ◽  
Open University ◽  
Distance Teaching ◽  
Mediated Communication ◽  
Study Materials ◽  
Computer Mediated

The Open University of Israel (OUI) is a distance education institution with open admissions that offers academic studies to students throughout Israel. Its home-study method allows its students to pursue higher education whenever and wherever convenient. The OUI offers over 500 courses in life sciences, natural sciences, mathematics, computer science, social sciences, management, Jewish studies, education, humanities, psychology, communications, music and art, and more, and has about 38,000 students all over Israel and abroad. The OUI has traditionally taken advantage of existing technologies and has integrated state-of-the-art technology into its courses. For several years, the OUI has been integrating computer-mediated-communication (CMC) technologies into its course Web sites to improve its distance teaching. These new teaching methods expand and enrich the written textbooks that are the basis for teaching at the OUI. The incorporation of technological teaching methods is fully adapted to the written study materials that are prepared by experts in their fields. Below, we will present the OUI and its distance learning methods, which include the integration of the CMC technologies.

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.

ArtView: Transforming Image Databases into Collaborative Learning Spaces

1997 ◽  
Vol 16 (4) ◽  
pp. 317-332 ◽  
Author(s):  
Geri Gay ◽  
Kirsten Boehner ◽  
Tara Panella
Keyword(s):  
Contextual Information ◽  
Computer Mediated Communication ◽  
Communication Tool ◽  
Learning Spaces ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Shared Space ◽  
College Course ◽  
Compare And Contrast

Considering the educational importance of dialogue among students, faculty, and professionals, this article examines a computer-mediated communication tool designed to support online learning through conversation. ArtView, developed by Cornell University's Interactive Multimedia Group, allows groups of learners to converse from disparate locations in a shared space while viewing an image that has been pre-loaded by the instructor. An online database provides a ready-reference, allowing the instructor to customize background or contextual information necessary to supplement the online conversations. This article describes and reports the results of user-testing conducted in conjunction with a college course, “Art in the Electronic Age.” Through qualitative techniques, learners compare and contrast their experiences in a face-to-face guided visit and discussion with a computer-mediated viewing and discussion using ArtView. Museums were seen as providing an attractive element of personal choice and an outstanding physical viewing environment. ArtView lacked these elements and tended to homogenize the artworks with its two-dimensional display limitations. However, most students reported levels of satisfaction with the quality and convenience of the computer-mediated communication (CMC) aspects sufficient to make up for the limitations. The article concludes with suggestions on how educators might augment learning by combining the strengths of the online and museum experiences.

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