scholarly journals Are (were) important educational relations possible in distance education?

2021 ◽  
Vol XII (3 (36)) ◽  
pp. 71-82
Author(s):  
Jacek Pyżalski
Keyword(s):  
Distance Education ◽  
Peer Relations ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Research Results ◽  
Computer Mediated ◽  
Educational Relationships ◽  
Teacher Students

The text focuses on the issue of important educational relationships during crisis distance education conducted due to COVID-19 pandemic. It presents the significance of teacher-students and peer relations and their specifity during this period. Additionally, it focuses on selected research results of big scale Polish studies that explored that particular aspects of distance education and computer mediated communication. The texts concludes with analysis of crucial aspects that influence the potential of building crucial educational relations in distance education both in crisis context as well as in “normal” times.

scholarly journals Card Stories on YouTube: A New Frame for Online Self-Disclosure

2014 ◽  
Vol 2 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Sabina Misoch
Keyword(s):  
New Media ◽  
Strong Correlation ◽  
Exploratory Study ◽  
Visual Analysis ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Research Results ◽  
The Public ◽  
Computer Mediated

This paper deals with the phenomenon of so-called (note) card stories on YouTube. Card stories can be described as self-disclosing videos or confessions, using a new frame for telling one’s own story audio-visually to the public by combining ‘old’ (hand-written messages) and ‘new’ media (video, computer mediated communication). In 2012/13, a qualitative and exploratory study with a sample of 25 card story videos on YouTube was conducted. The content and visual analysis revealed (1) that these videos are bound to a very specific frame of presentation, (2) that they deal with specific topics, and (3) that the presenter does not remain (visually) anonymous. These findings question previous research results that stressed a strong correlation between online self-disclosure and (visual) anonymity; further, the findings show that this special frame of textual confessions via video supports deep self-disclosures.

An Analysis of a Decade of Research Published in the "Journal of Computer Mediated Communication"

2011 ◽  
pp. 541-550
Author(s):  
Jamie Switzer
Keyword(s):  
Open Access ◽  
Research Methods ◽  
Empirical Research ◽  
Computer Mediated Communication ◽  
Electronic Journal ◽  
Mediated Communication ◽  
Research Results ◽  
Computer Mediated

This chapter explores how, in a single decade (1995-2005), research into computer-mediated communication (CMC) has evolved by examining the Journal of Computer-Mediated Communication (JCMC). JCMC is a peer-reviewed, interdisciplinary, open-access electronic journal that publishes primarily empirical research and presents a significant body of work falling under the rubric of CMC. JCMC has published diverse scholarly articles that further researchers’ and practitioners’ knowledge and understanding of CMC. This chapter synthesizes the research results presented in JCMC during its first 10 years of publication, examining the topics, methodologies, and populations utilized in those articles as well as an interpretation of the trends present in the research. Within the 279 articles analyzed, nine major categories of sample populations and eight different broad research methods were determined, and eleven broad categories of inquiry and scholarship were identified. There was no indication of any clear trends in CMC research.

Effectiveness and costs of distance education using computer‐mediated communication

1991 ◽  
Vol 5 (3) ◽  
pp. 7-19 ◽  
Author(s):  
Ruth H. Phelps ◽  
Rosalie A. Wells ◽  
Robert L. Ashworth ◽  
Heidi A. Hahn
Keyword(s):  
Distance Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated

A Case Study on Support for Students' Thinking through Computer-Mediated Communication

2000 ◽  
Vol 87 (1) ◽  
pp. 295-303 ◽  
Author(s):  
Machiko Sannomiya ◽  
Atsuo Kawaguchi
Keyword(s):  
Distance Education ◽  
Graduate Students ◽  
Computer Mediated Communication ◽  
Communication Media ◽  
Mediated Communication ◽  
Face To Face ◽  
Production Stage ◽  
Computer Mediated

This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated in computer-mediated communication.

Faculty Participation in Distance Education Programs

2011 ◽  
pp. 930-935
Author(s):  
Catherine C. Schifter
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
19Th Century ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Faculty Participation ◽  
Education Programs ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The 19Th Century

Distance education is not new to higher education. Correspondence courses have served students since the 19th century. What is different today is the use of interactive computer-mediated communication systems for distance education (DE). Indeed, DE is present in all levels of higher education, and the decision to offer DE is often an administrative one without faculty consultation.

Faculty Participation in Distance Education Programs

2011 ◽  
pp. 1016-1021
Author(s):  
Catherine C. Schifter
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching Strategies ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Faculty Training ◽  
Faculty Participation ◽  
Mediated Communication ◽  
Student Centered ◽  
Computer Mediated

Distance education is not new to higher education. Correspondence courses have served students since the 19th century. What is different today is the use of interactive computer-mediated communication systems for distance education (DE). Indeed, DE is present in all levels of higher education, and the decision to offer DE is often an administrative one without faculty consultation. A successful DE program needs faculty participation. To teach in a DE program, faculty need to reconsider the teaching and learning process, and to modify their teaching methods to adopt interactive computer-mediated communication and teaching strategies that take advantage of the resources afforded by technologymediated pedagogy, and to be more student centered (Beaudoin, 1998). This shift in roles means that successful teaching skills for DE are different from those required in face-to-face teaching (Hackman & Walker, 1990); however, faculty training programs tend to focus on to how to use the computers or software, not on how to teach in DE environments (Merkley, Bozik & Oakland, 1997). Given that DE is not a common concept for most faculty and they will need to learn how to teach in the DE environment, there are two questions for DE administrators to answer. First, what motivates faculty to embrace this new teaching environment and to change their teaching strategies? And second, what assistance, incentives and compensation policies support faculty in this educational transformation?

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