scholarly journals Types of Interaction in Online Discussion Forums: A Case Study

2017 ◽  
Vol 3 (1) ◽  
pp. 155 ◽  
Author(s):  
Zuheir Khlaif ◽  
Hamid Nadiruzzaman ◽  
Kyungbin Kwon
Keyword(s):  
Learning Community ◽  
Computer Mediated Communication ◽  
Primary Data ◽  
Discussion Forums ◽  
Mediated Communication ◽  
Online Learning Community ◽  
Online Discussion Forums ◽  
Computer Mediated ◽  
Midwestern University

The purpose of this paper is to identify the types of students’ interaction, as well as their discussion patterns in an online course. The study took place in a large Midwestern University and 17 graduate students participated in the study. The primary data was obtained from students’ discussion forum postings. The researchers used both qualitative and quantitative approaches to describe and analyze the types of discussion and interaction. The researchers developed a coding scheme based on theories and models. The findings of the study reveal that computer mediated communication (CMC) has a positive potential to increase interaction among students. Furthermore, the findings confirm the effectiveness of asynchronous online environment in supporting online learning community. Participants were engaged in social interaction to build their knowledge. This study recommends two-way interaction for achieving sustainable discussion and promoting higher level of interaction.

Online Learning Community

2011 ◽  
pp. 1506-1511
Author(s):  
Michelle M. Kazmer
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Computer Mediated Communication ◽  
Shared Knowledge ◽  
Collaborative Culture ◽  
Mediated Communication ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Computer Mediated

The study and implementation of online learning communities emerges from two approaches related to the idea of “community.” The first approach was how people began to think about learning community, but not restricted to online settings. Learning community incorporates the idea of a cohesive, collaborative culture among members with the purpose of supporting individual learning by facilitating shared knowledge creation. The idea of a learning community, and its importance for improving learning, pre-dated most online learning, and the focus was on building communitiesto support learning regardless of setting. The second approach was that people began to inquire whether it was possible to build community online, but not for purposes restricted to learning. The idea that true community was possible via computer-mediated communication (CMC) was, and still is, contentious. However, as the years have passed since this question first emerged, the idea that community can be formed online has been increasingly accepted.

scholarly journals A Description of Asynchronous Online Discussions in Higher Education

10.29007/bh4n ◽  
2018 ◽  
Author(s):  
Francisco Javier Fernández-Polo ◽  
Mario Cal-Varela
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Complex Structure ◽  
Online Discussions ◽  
Situational Factors ◽  
Discussion Forums ◽  
Mediated Communication ◽  
Online Discussion Forums ◽  
Computer Mediated ◽  
Asynchronous Online Discussions

This study provides a preliminary characterisation of asynchronous online discussions as a learning tool in higher education (Garrison 2003; Ho & Swan 2007). Our materials consist of the written record of 16 online discussions, totalling circa 165,000 words, from a one-semester course on general English-Spanish-English translation. The participants are second-year students from different nationalities, mostly Spanish, using Spanish and less frequently Galician as lingua francas. We start by describing the various situational factors surrounding the events (including the role of the discussions in the course, the variety of participants and the nature of their relationship), which may explain some highly recurrent language and organisational features encountered in the resulting texts. Secondly, using Antconc, we carry out an exploratory analysis of the lexical and collocational patterns of the exchanges. The findings reveal a very strong interactive component (Herring 1999, Condon & Čech 2010), with two dominant functions, the creation of affiliation and the prevention of conflict. The analysis shows a widespread use of praise, hedging and other forms of politeness in the posts, and, more generally, a clear concern for the interests of other participants in the discussion and an effort to acknowledge their voices. In the paper, we also look into the evolution of the exchanges over the time-span of the course by focusing on one case study. The analysis reveals the progressive crystallisation of the genre in the student’s interventions, a process which involves a clear evolution from a rather tentative kind of post, mostly monologic, informational and author-centred, to a progressively longer post with a more complex structure, and especially a heightened awareness of the dialogic and multi-party nature of the exchanges (Herring 1996). The results of the study may have considerable pedagogical interest. We believe that computer-mediated communication (CMC), including asynchronous online discussion forums, is bound to play an increasingly significant role in the future of higher education.

scholarly journals Perception of democracy in computer-mediated communication

2021 ◽  
Author(s):  
Maria Jesus Gallego-Arrufat ◽  
Elba Gutiérrez-Santiuste
Keyword(s):  
Learning Community ◽  
Social Relationships ◽  
Social Cognitive ◽  
Computer Mediated Communication ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Categorization System ◽  
Democratic Principles

We present a case study, the goal of which is to observe how students in Higher Education (N=100) democratize the virtual classroom by assuming responsibility for their learning and that of the other members of the class; participate actively in social, cognitive, and teaching issues; and collaborate by creating a learning community and reflecting individually and as a group. We use a mixed methodology including: (a) content analysis with a categorization system adapted from the Community of Inquiry (CoI) approach and (b) two questionnaires for observing students’ perception of the democratic elements in the virtual classroom. The results show that the students assume democratic principles of responsibility, critique, participation, and collaboration. We observe the role that the professors play in facilitating democratization of the classroom through flexible design of instruction, promotion of social relationships, and direction of the debate toward the learning objectives

scholarly journals New Media Technology in Developing Effective Organizational Internal Communication

Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 21
Author(s):  
Nur Kholisoh ◽  
Ria Sulastri
Keyword(s):  
New Media ◽  
Computer Mediated Communication ◽  
Research Result ◽  
Internal Communication ◽  
Communication Pattern ◽  
Media Technology ◽  
Mediated Communication ◽  
Media Communication ◽  
Computer Mediated

The article was intended to investigate various benefits of Whatsapp Messenger application for an effective intenal communication in PT Euro Management Indonesia. In addition, this research also aimed to map the organizational internal communication pattern through the use of Whatsapp Messenger application. The research used theories of organizaional communication, new media communication pattern, and computer mediated communication (CMC). Moreover, paradigm used in the research was constructivist with qualitative approach and the research method was case study. The research result finds that the use of new media Whatsapp Messenger as a tool of communication can build effective internal communication in PT Euro Management Indonesia. Moreover, it also shows that the internal organizational communication pattern in PT Euro Management Indonesia used in Whatsapp Messenger application is conversation pattern.

Backchannels in video-mediated ELF conversations: a case study

2021 ◽  
Vol 10 (1) ◽  
pp. 113-140
Author(s):  
Francisco Javier Fernández Polo
Keyword(s):  
Computer Mediated Communication ◽  
Male Student ◽  
Mediated Communication ◽  
Lingua Franca ◽  
General Impression ◽  
Computer Mediated ◽  
Marked Preference ◽  
Opening And Closing ◽  
Intrinsic Feature

Abstract There are few studies on backchannels in ELF and none concerns computer-mediated conversations. Backchannelling has been associated with good listenership and enhanced cooperativeness, an intrinsic feature of ELF. They would also play a key role in computer-mediated communication, maintaining a sense of affective equilibrium among participants and compensating for medium-related limitations. We analyze backchanneling in an ELF conversation between a Spanish female and a German male student from the Corpus of Video-Mediated English as a Lingua Franca Conversations (ViMELF). Backchanneling seems to be particularly intense in the opening and closing sections of the exchange, where interpersonal work is the most needed. While significant idiolectal differences are observed between the two participants, both show a marked preference for and a tendency to concentrate realizations on a few weak backchanneling forms, conferring the exchange a general impression of monotony and emotional flatness. Some backchanneling features in the exchange may be described as typical of ELF: backchannels tend to occur in moments when speakers sense that understanding may be compromised and are frequently complemented by supportive material reinforcing the speaker’s point. The analysis also reveals some characteristic awkward usage, with tokens which are clearly “overdone,” while others are too weak and disappointing or behave disruptively by occurring in unexpected positions and interrupting the flow of the conversation. Research on ELF video conversations is particularly timely given the recent surge in videoconferencing propitiated by the COVID pandemic, a tendency which is likely to stay in post-pandemic times.

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.

Revealing Student Blogging Activities Using RSS Feeds and LMS Logs

2012 ◽  
pp. 234-249
Author(s):  
Michael Derntl
Keyword(s):  
Computer Mediated Communication ◽  
Activity Patterns ◽  
Lessons Learned ◽  
The Body ◽  
Mediated Communication ◽  
Activity Data ◽  
Computer Mediated ◽  
Rss Feeds ◽  
First Time

Blogs are an easy-to-use, free alternative to classic means of computer-mediated communication. Moreover, they are authentically aligned with web activity patterns of today’s students. The body of studies on integrating and implementing blogs in various educational settings has grown rapidly recently; however, it is often difficult to distill practical advice from these studies since the application contexts, pedagogical objectives, and research methodology differ greatly. This paper takes a step toward an improved understanding of employing blogs in education by presenting a follow-up case study on using blogs as reflective journals in an undergraduate computer-science lab course. This study includes lessons learned and adaptations following from the first-time application, the underlying pedagogical strategy, and a detailed analysis and discussion of blogging activity data obtained from RSS feeds and LMS logs.

Going Viral in the Classroom

2013 ◽  
pp. 207-223
Author(s):  
Jessica J. Eckstein
Keyword(s):  
Social Change ◽  
Best Practices ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Technologies ◽  
Computer Mediated ◽  
Classroom Project

This chapter demonstrates the potential for social change in computer mediated communication (CMC) education. A foundational discussion of emerging online technologies in terms of potentials for students and responsibilities of educators is followed with a description of a “best practices” classroom project and incorporation of case-study observations in terms of CMC benefits and challenges. The goal of this chapter is to highlight potential societal outcomes inherent in CMC education for students and educators as agents of social change.

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