Still Relevant? An Audience Analysis of Public and Government Access Channels

2013 ◽  
Vol 57 (3) ◽  
pp. 263-281 ◽  
Author(s):  
Wenhong Chen ◽  
Marcus Funk ◽  
Joseph D. Straubhaar ◽  
Jeremiah Spence
Keyword(s):  
Audience Analysis

Analyzing Blending Social and Mass Media Audiences through the Lens of Computer-Mediated Discourse

2013 ◽  
pp. 304-326 ◽  
Author(s):  
Asta Zelenkauskaite
Keyword(s):  
Discourse Analysis ◽  
Mass Media ◽  
Mixed Method ◽  
Automated Analysis ◽  
Media Audiences ◽  
Mixed Method Approach ◽  
Audience Analysis ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Method Approach

This study illustrates advantages and applications of a mixed-method approach that includes quantitative computer-mediated discourse analysis (CMDA) and automated analysis of content frequency. To evaluate these methodologies, audience comments consisting of Facebook comments and SMS mobile texting to Italian radio-TV station RTL 102.5 were analyzed. Blended media contents through computer-mediated discourse analysis expand horizons for theoretical and methodological audience analysis research in parallel to established audience analysis metrics.

Using Website Analysis as a Tool for Computer Assisted Language Learning in a Foreign Language Classroom

2016 ◽  
pp. 1055-1077 ◽  
Author(s):  
Debopriyo Roy
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Language Production ◽  
English Language ◽  
Practice Effect ◽  
Computer Assisted ◽  
Audience Analysis ◽  
Analytical Thinking ◽  
Website Analysis ◽  
Metacognitive Reading Strategies

This research explored how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. In this study, 28 EFL-based computer science students took part in a website analysis experiment. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies, during website analysis and questionnaire responses. Results have demonstrated reasonable ability for students to answer most design and inference set queries. Questions on design, organization, audience analysis, and importance of the website were answered with better efficiency, when compared to few others. However, accuracy scores in neither set showed any significant practice effect, and rather performance dropped over the weeks. Further, self-reports indicated use of metacognitive reading strategies and significant correlations with accuracy scores during website analysis.

Analyzing Blending Social and Mass Media Audiences through the Lens of Computer-Mediated Discourse

2015 ◽  
pp. 1281-1304
Author(s):  
Asta Zelenkauskaite
Keyword(s):  
Social Media ◽  
Discourse Analysis ◽  
Mass Media ◽  
Large Scale ◽  
Automated Analysis ◽  
Media Content ◽  
Media Audiences ◽  
Audience Analysis ◽  
Computer Mediated ◽  
Mediated Discourse

In recent years, mass media content has undergone a blending process with social media. Large amounts of text-based social media content have not only shaped mass media products, but also provided new opportunities to access audience behaviors through these large-scale datasets. Yet, evaluating a plethora of audience contents strikes one as methodologically challenging endeavor. This study illustrates advantages and applications of a mixed-method approach that includes quantitative computer-mediated discourse analysis (CMDA) and automated analysis of content frequency. To evaluate these methodologies, audience comments consisting of Facebook comments and SMS mobile texting to Italian radio-TV station RTL 102.5 were analyzed. Blended media contents through computer-mediated discourse analysis expand horizons for theoretical and methodological audience analysis research in parallel to established audience analysis metrics.

Analyzing Blending Social and Mass Media Audiences Through the Lens of Computer-Mediated Discourse

2018 ◽  
pp. 1022-1046
Author(s):  
Asta Zelenkauskaite
Keyword(s):  
Social Media ◽  
Discourse Analysis ◽  
Mass Media ◽  
Large Scale ◽  
Automated Analysis ◽  
Media Content ◽  
Media Audiences ◽  
Audience Analysis ◽  
Computer Mediated ◽  
Mediated Discourse

In recent years, mass media content has undergone a blending process with social media. Large amounts of text-based social media content have not only shaped mass media products, but also provided new opportunities to access audience behaviors through these large-scale datasets. Yet, evaluating a plethora of audience contents strikes one as methodologically challenging endeavor. This study illustrates advantages and applications of a mixed-method approach that includes quantitative computer-mediated discourse analysis (CMDA) and automated analysis of content frequency. To evaluate these methodologies, audience comments consisting of Facebook comments and SMS mobile texting to Italian radio-TV station RTL 102.5 were analyzed. Blended media contents through computer-mediated discourse analysis expand horizons for theoretical and methodological audience analysis research in parallel to established audience analysis metrics.

A Multi-modal Audience Analysis System for Predicting Popularity of Online Videos

2021 ◽  
pp. 465-476
Author(s):  
Alexandros Vrochidis ◽  
Nikolaos Dimitriou ◽  
Stelios Krinidis ◽  
Savvas Panagiotidis ◽  
Stathis Parcharidis ◽  
...  
Keyword(s):  
Audience Analysis ◽  
Online Videos ◽  
Analysis System

Procedures, Instructions, and Specifications: A Challenge in Audience Analysis

1982 ◽  
Vol 12 (3) ◽  
pp. 235-242 ◽  
Author(s):  
Mary M. Lay
Keyword(s):  
Audience Analysis ◽  
Communication Task ◽  
Technical Writers ◽  
Technical Writer

Procedures, instructions, and specifications demand precise and imaginative audience analysis. Although these three communications tasks ask an audience to participate in an operation, the specific purpose and audience of each is unique. Recognizing this uniqueness provides the technical communications teacher with challenging student assignments and the technical writer and editor with useful questions to ask in analyzing these audiences. This article describes the audiences that read procedures, instructions, and specifications, provides examples of each communication task, suggests assignments in each for technical communications teachers, and lists questions for technical writers and editors to ask about audiences of each task.

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