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Journal articles on the topic 'Computer conferencing'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Landis, B. J., and Mary Wainwright. "Computer Conferencing." Nurse Educator 21, no. 2 (March 1996): 9–14. http://dx.doi.org/10.1097/00006223-199603000-00004.

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2

Hoare, R. M., and W. P. Race. "Computer conferencing." ACM SIGUCCS Newsletter 20, no. 2 (June 1990): 18–24. http://dx.doi.org/10.1145/382071.382685.

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3

Palme, Jacob. "Distributed computer conferencing." Computer Networks and ISDN Systems 14, no. 2-5 (January 1987): 137–45. http://dx.doi.org/10.1016/0169-7552(87)90048-1.

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4

Pyle, IC. "Uses for computer conferencing." Data Processing 27, no. 8 (October 1985): 30–33. http://dx.doi.org/10.1016/0011-684x(85)90233-3.

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5

Hollenbeck, John. "Democracy and computer conferencing." Theory Into Practice 37, no. 1 (January 1998): 38–45. http://dx.doi.org/10.1080/00405849809543784.

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6

Schneider, Sid J., and Jay Tooley. "Self-help computer conferencing." Computers and Biomedical Research 19, no. 3 (June 1986): 274–81. http://dx.doi.org/10.1016/0010-4809(86)90022-4.

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7

Hu, Ji-xuan, and Stuart A. Umpley. "Computer conferencing in China." Telecommunications Policy 13, no. 1 (March 1989): 69. http://dx.doi.org/10.1016/0308-5961(89)90058-x.

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8

Pincas, Anita. "The educational potential of computer conferencing." ReCALL 6, no. 1 (May 1994): 15–18. http://dx.doi.org/10.1017/s0958344000002974.

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Computer conferencing is a mode of communication in which participants send text messages between each others' computers which are all linked to a host computer via telephone lines. It is different from email in that it uses software that allows genuine group interaction. It is used for administrative purposes, for information exchange, for informal group interaction, and for distance education in which it can be combined with other media, e.g. face-to-face, satellite broadcasting, videoconferencing, ordinary correspondence, telephone contact, etc. The great benefit of computer conferencing for distance education is that it can be accessed at any time that is convenient to participants, since it need not be used for synchronous conferencing and the relevant files remain open to users for 24 hours of every day. It thus brings learners into frequent contact with each other as well as with their tutors and obviates, to a large extent, the need for cumbersome distance materials.
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9

Adeyeye, Gbenga Michael. "Positive Impact of Computer Conferencing in Distance Education." European Journal of Multidisciplinary Studies 4, no. 2 (May 31, 2019): 6. http://dx.doi.org/10.26417/ejms-2019.v4i2-533.

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A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was that computer conferencing can bolster a scope of learning situations, from teacher-led symposium to symposium to a student-centered community workshop. In addition, adults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: as synchronicity, interactivity, textual communications, and collaboration.
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10

Klemm, W. R. "USING COMPUTER CONFERENCING IN TEACHING." Community College Journal of Research and Practice 22, no. 5 (January 1998): 507–18. http://dx.doi.org/10.1080/1066892980220504.

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11

Andrusyszyn, Mary-Anne, Carroll Iwasiw, and Dolly Goldenberg. "Computer Conferencing for Graduate Students." Nurse Educator 23, no. 2 (March 1998): 8–9. http://dx.doi.org/10.1097/00006223-199803000-00003.

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12

Levinson, Paul. "Marshall Mcluhan and computer conferencing." IEEE Transactions on Professional Communication PC-29, no. 1 (1986): 9–11. http://dx.doi.org/10.1109/tpc.1986.6449008.

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13

Stern, Myles. "Computer conferencing for accounting instruction." Journal of Accounting Education 3, no. 1 (1985): 69–79. http://dx.doi.org/10.1016/0748-5751(89)90038-9.

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14

Kremers, Marshall, and Penelope Haile. "Teaching Writing by Interdisciplinary Computer Conference." Journal of Educational Technology Systems 15, no. 2 (December 1986): 213–19. http://dx.doi.org/10.2190/2uuc-g5x2-d72x-bbj8.

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Computer conferencing makes asynchronous interaction possible through a mainframe computer. The computer conferencing system called “Participate” at New York Institute of Technology provided the basis for an experiment in interdisciplinary writing which the authors describe in this article. Their assertion is that computer conferencing has great potential as an interdisciplinary teaching tool because it is fast, efficient, and cost-effective. In fact, it could replace writing centers and in-home faculty workshops for teaching writing.
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15

Richards, Robert E., and Ruth H. Phelps. "Computer Conferencing—Can it Help the Army Train?" Proceedings of the Human Factors Society Annual Meeting 31, no. 9 (September 1987): 941–45. http://dx.doi.org/10.1177/154193128703100903.

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A brief overview of computer conferencing is given as an introduction to discussing the use of computer conferencing to provide Army reserve component training. A description of the Army reserve component training requirements is given relative to those capabilities provided by computer conferencing (e.g. asynchronous). Finally, the study that was performed under contract to the United States Army Research Institute by the Idaho National Engineering Laboratory is described. A two group design was used–a control who took an existing Army course via correspondence only, and an experimental group who took the same course using the same materials augmented by computer conferencing.
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16

Markov, A. N., R. O. Ihnatovich, and A. I. Paramonov. "Choosing a video conferencing service and its adaptation for educational institution." Informatics 18, no. 4 (December 31, 2021): 17–25. http://dx.doi.org/10.37661/1816-0301-2021-18-4-17-25.

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Objectives. The authors aimed to demonstrate the need for implementation of video conferencing service into the learning process, to select a video conferencing service, and to conduct a computer experiment with the selected BigBlueButton video conferencing service.Methods. The problems of choosing a video conferencing service from the list of video conferencing and video conferencing software are considered. At the stage of software selection, the features of its operation, requirements for hardware and for integration into internal information systems are indicated. Load testing of the video conferencing service was carried out by the method of volume and stability testing.Results. The load graphs for hardware components of the virtual server in the long term period are presented. The article describes the results of the graphs analysis in order to identify the key features of the video conferencing service during the test and trial operations.Conclusion. Taking into account the cost of licensing, as well as integration into the e-learning system, a choice of video conferencing service was made. A computer experiment was carried out with the selected BigBlueButton video conferencing service. The features of the hardware operation of the virtual server (on which the BigBlueButton system is located) have been determined. The load graphs for the central processing unit, random access memory and local computer network are presented. Problems of service operation at the stage of load increase are formulated.
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17

McDowell, Earl. "An Investigation of the Relationships among Technology Experiences, Communication Apprehension, Writing Apprehension, and Computer Anxiety." Journal of Technical Writing and Communication 28, no. 4 (October 1998): 345–55. http://dx.doi.org/10.2190/65w2-5ebf-7kmj-mdly.

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This study explored the relationships among communication technologies, communication apprehension, writing apprehension, and computer anxiety. The results indicate that significant relationships exist between computer anxiety, and computer/wordprocessing, between computer anxiety, and computer electronic discussion group, between computer anxiety and online computer service, between computer anxiety and CD-RAM, as well as other types of technology. Other results reveal that students are least experienced with programming computers, computerized electronic discussion group, computer conferencing and Integrated Service Digital Network (ISDA). Significant differences occurred between gender groups on cellular phone scores, writing stories/poetry scores, computerized electronic discussion group scores, satellite TV scores, electronic videogames scores, and computer/video conferencing scores, as well as communication apprehension scores, writing apprehension scores, and computer anxiety scores. The specifics of these results and other significant differences are reported and discussed in this article.
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18

Root, Lawrence S. "Computer Conferencing in a Decentralized Program:." Administration in Social Work 20, no. 1 (April 29, 1996): 31–45. http://dx.doi.org/10.1300/j147v20n01_03.

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19

Noore, A., S. Nestor, and M. Lawson. "Computer-based multimedia video conferencing system." IEEE Transactions on Consumer Electronics 39, no. 3 (1993): 587–92. http://dx.doi.org/10.1109/30.234639.

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20

Eastmond, Daniel V. "Adult distance study through computer conferencing." Distance Education 15, no. 1 (January 1994): 128–52. http://dx.doi.org/10.1080/0158791940150109.

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21

Sarin and Greif. "Computer-Based Real-Time Conferencing Systems." Computer 18, no. 10 (October 1985): 33–45. http://dx.doi.org/10.1109/mc.1985.1662711.

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22

Barsun, Rita. "Computer Mediated Conferencing, E-Mail, Telephone." Journal of Library Administration 31, no. 3-4 (January 2001): 31–44. http://dx.doi.org/10.1300/j111v31n03_05.

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23

Chess, D. M., and M. F. Cowlishaw. "A large-scale computer conferencing system." IBM Systems Journal 26, no. 1 (1987): 138–53. http://dx.doi.org/10.1147/sj.261.0138.

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24

Dirksen, Charles J., and Truls Ostbye. "Effective Computer Conferencing in University Education." Journal of Education for Business 64, no. 8 (May 1989): 348–51. http://dx.doi.org/10.1080/08832323.1989.10117388.

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25

Subramanian, Ramesh. "Murray Turoff: Father of Computer Conferencing." IEEE Annals of the History of Computing 34, no. 1 (January 2012): 92–98. http://dx.doi.org/10.1109/mahc.2012.12.

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26

Parker, Elliott S. "Computer Conferencing Offers Boundless Geography, Time." Journalism Educator 45, no. 4 (December 1990): 49–55. http://dx.doi.org/10.1177/107769589104500409.

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27

Mason, Robin, and Paul Bacsich. "Embedding computer conferencing into university teaching." Computers & Education 30, no. 3-4 (April 1998): 249–58. http://dx.doi.org/10.1016/s0360-1315(97)00068-7.

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28

Donnelly, Roisin, and John Gardner. "Content analysis of computer conferencing transcripts." Interactive Learning Environments 19, no. 4 (September 2011): 303–15. http://dx.doi.org/10.1080/10494820903075722.

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29

Harris, Rachel. "Computer‐Conferencing Issues in Higher Education." Innovations in Education & Training International 36, no. 1 (February 1999): 80–91. http://dx.doi.org/10.1080/1355800990360111.

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30

Barr, Nancy E. "Directory of computer conferencing in libraries." Journal of Academic Librarianship 19, no. 1 (March 1993): 55. http://dx.doi.org/10.1016/0099-1333(93)90808-i.

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31

Lynch, Antoinette L., and Xiaoyuan Zhu. "Electronic conferencing: Understanding computer-mediated systems." Journal of Corporate Accounting & Finance 22, no. 4 (April 20, 2011): 77–81. http://dx.doi.org/10.1002/jcaf.20692.

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32

Billinghurst, M., J. Bowskill, M. Jessop, and J. Morphett. "Spatial conferencing using a wearable computer." Personal Technologies 3, no. 1-2 (March 1999): 72–80. http://dx.doi.org/10.1007/bf01305322.

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33

Dubrovsky, Vitaly. "Real-Time Computer-Mediated Conferencing versus Electronic Mail." Proceedings of the Human Factors Society Annual Meeting 29, no. 4 (October 1985): 380–84. http://dx.doi.org/10.1177/154193128502900415.

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Electronic mail-like systems are becoming a popular way of conferencing in organizations, while real-time computer conferencing (RTCC) facilities are virtually ignored. It is the suggestion of this paper that in a computerized organizational environment for group decisions made through consensus development, RTCC may have some advantages over electronic mail-like conferencing. The experimental study comparing RTCC and electronic mail as modes of computer-mediated communication during group decision making is described. The post-experimental preferences-difficulties questionnaire revealed that: (1) a majority of the participants clearly preferred face-to-face communication to computer-mediated (76% vs. 22%) and RTCC to electronic mail (93% vs. 7%); (2) since 79% of the participants were willing to give up their own opinion and simply agree in order to get away from the discussion, because communication via computer is frustrating, it is possible that the quality of the decisions may suffer due to the deficiences of the computer media; (3) The participants encountered significant cognitive difficulties in both modes of computer conferencing. These difficulties are addressed in the design recommendations for both RTCC and electronic mail.
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34

Phillips, Amy Friedman, and Pamela S. Pease. "Computer: Computer conferencing and education: Complementary or contradictory concepts?" American Journal of Distance Education 1, no. 2 (January 1987): 44–52. http://dx.doi.org/10.1080/08923648709526583.

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35

Foroughi, Abbas, William C. Perkins, and Leonard M. Jessup. "A Comparison of Audio-Conferencing and Computer Conferencing in a Dispersed Negotiation Setting." Journal of Organizational and End User Computing 17, no. 3 (July 2005): 1–26. http://dx.doi.org/10.4018/joeuc.2005070101.

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36

Stowers, Genie N. L. "Computer Conferencing in the Public Affairs Classroom." Journal of Public Affairs Education 5, no. 1 (January 1999): 57–66. http://dx.doi.org/10.1080/15236803.1999.12022052.

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37

Skinner, Barbara, and Roger Austin. "Computer conferencing—does it motivate EFL students?" ELT Journal 53, no. 4 (October 1999): 270–79. http://dx.doi.org/10.1093/eltj/53.4.270.

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38

Walton, Roger. "New Wineskins? Distance Education and Computer Conferencing." British Journal of Theological Education 9, no. 2 (June 1997): 38–48. http://dx.doi.org/10.1080/1352741x.1997.11674105.

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39

Austin, Roger. "Computer conferencing; discourse, education and conflict mediation." Computers & Education 29, no. 4 (December 1997): 153–61. http://dx.doi.org/10.1016/s0360-1315(97)00038-9.

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40

Collins, Dave, and Stephen J. Bostock. "Educational Effectiveness and the Computer Conferencing Interface." Educational and Training Technology International 30, no. 4 (November 1993): 334–42. http://dx.doi.org/10.1080/0954730930300404.

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41

Phelps, Ruth H., and Robert E. Richards. "Computer Conferencing: Lessons Learned and Further Research." Proceedings of the Human Factors Society Annual Meeting 31, no. 9 (September 1987): 937–40. http://dx.doi.org/10.1177/154193128703100902.

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Although data analysis of the computer conferencing study being conducted is not yet complete, we have been able to identify, at this point in the investigation, many valuable lessons learned and gaps in knowledge and experience. Lessons learned are presented in the areas of hardware and software, logistics, training, and the instructor. Research gaps are then identified and described. This paper is presented in the hopes that others beginning similar efforts or research can benefit and to begin to build a sound foundation for making decisions on the appropriate use of this technology.
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42

Dubinskas, Frank A., and Anna Hargreaves. "Virtual organizations: Computer conferencing and organizational design." Journal of Organizational Computing 3, no. 4 (January 1993): 389–416. http://dx.doi.org/10.1080/10919399309540210.

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43

Skinner, B. "Computer conferencing - does it motivate EFL students?" ELT Journal 53, no. 4 (October 1, 1999): 270–80. http://dx.doi.org/10.1093/elt/53.4.270.

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44

Rawson, James H. "Simulation at a Distance Using Computer Conferencing." Educational and Training Technology International 27, no. 3 (August 1990): 284–92. http://dx.doi.org/10.1080/1355800900270312.

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45

McIsaac, Marina Stock, and Kelvin D. Ralston. "Teaching at a distance using computer conferencing." TechTrends 41, no. 6 (November 1996): 48–53. http://dx.doi.org/10.1007/bf02818864.

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46

Harrington, Helen L., and Russel S. Hathaway. "Computer conferencing, critical reflection, and teacher development." Teaching and Teacher Education 10, no. 5 (September 1994): 543–54. http://dx.doi.org/10.1016/0742-051x(94)90005-1.

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47

Schrire, Sarah. "Interaction and cognition in asynchronous computer conferencing." Instructional Science 32, no. 6 (November 2004): 475–502. http://dx.doi.org/10.1007/s11251-004-2518-7.

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48

Goose, Stuart, Jochen Riedlinger, and Sreedhar Kodlahalli. "Conferencing3: 3D audio conferencing and archiving services for handheld wireless devices." International Journal of Wireless and Mobile Computing 1, no. 1 (2005): 5. http://dx.doi.org/10.1504/ijwmc.2005.008049.

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49

Mills, Miriam K. "Ombudsmen, Expediters, and Hosts: Teaching Management through Telecommunications." Journal of Educational Technology Systems 15, no. 1 (September 1986): 81–89. http://dx.doi.org/10.2190/x7g0-b5ht-ey6x-jhyx.

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This article considers the application of computer conferencing to the instruction of management. Certain organizational roles are necessary for a successful program beyond that of instructor. The computer conferencing process itself has the potential for transmitting fact and nuance and can provide an ideal mechanism for inquiry into the functional as well as an intuitive approach to management.
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50

Sun, Yan, Joanne Beriswill, and Maresha E. Allen. "Adopting Web Conferencing in Online Teaching." International Journal of Distance Education Technologies 20, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijdet.296701.

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This study represented dimensions from the Diffusion of Innovations theory and the Community of Inquiry model to explore the adoption of web-conferencing. It used logistic regression to model the likelihood of adopting web-conferencing in online teaching with data collected from 66 college online instructors. In the logistic regression analyses, measures of the instructors’ perception of the instructional benefits of web-conferencing, perception of web-conferencing as a tool for creating social presence and teaching presence, and perception of barriers of using web-conferencing in online instruction were the independent variables, and the binary dependent variable represented the instructors’ adoption or non-adoption of the web-conferencing innovation. The results of the full logistic regression model (with all three independent variables) and the reduced models (with one or two independent variables at a time) are reported and implications for promoting web-conferencing adoption and future research are discussed.
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