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Franz, Heike. "How computer mediated communication affects information overload in distributed teams." Thesis, Henley Business School, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266546.
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Camacho, Rossana. "Developing Writing Fluency Through Synchronous Computer-Mediated Communication." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1673.
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Drawing from sociocultural theory, this research investigated the effects of synchronous computer-mediated communication (SCMC) in the development of writing fluency. Likewise, the study aimed at confirming previously cited affective benefits linked to SCMC. Measuring fluency in words per 30 minutes, the study compared pre and post-test essay scores of two groups of ESL learners (a control group and a SCMC group) in two intermediate levels. Two evaluation questionnaires were also administered to the SCMC group in order to obtain students' opinions of this technology-based medium, and to analyze change in their perceptions. The SCMC group outperformed the control group in fluency scores, although the difference was not statistically significant. Furthermore, the qualitative analysis found positive results in terms of linguistic and affective benefits derived from this innovative use of computer.
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Shahzad, Eram, and Junaid Khan. "Role of Computer Mediated Communication (CMC) in growing trading organization in Pakistan." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18061.
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In third world countries like Pakistan, companies are growing their trading business with remarkable pace. Increase in business volume has raised the challenges to keep growth sustainable. Communication is one of the biggest challenges for most of small size trading and marketing companies in the region. Face-to-face communication is only type of communication available in companies for inter departmental and intra departmental communication. Although face-to-face is one of the best type of communication but it is not possible to have face-to-face communication all the time with all employees especially when volume of company is growing with remarkable pace. In result company faces challenges like information delay, information lost or communication handicap. These challenges affect efficiency and effectiveness of company. We performed qualitative survey with directors and employees of Abuzar Marketing and Trading Company to develop deep understanding with communication problem to eliminate it. Analyzing empirical data and literature, it is found that Computer Mediated Communication (CMC) provides synchronous and asynchronous types of communication, which could help the company to overcome communication challenges with several other potential benefits e.g. knowledge sharing, employees training, democracy in batter manners. Since every company in region is facing similar problem, general recommendation and precautions are made to introduce computer mediated communication (CMC).
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Zitzen, Michaela. "Topic shift markers in asynchronous and synchronous computer mediated communication (CMC)." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=970670788.
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Tsai, Su-Hsun. "Features of English in CMC and their implications for language learning." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020367/.
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The similarities and differences between written and spoken forms of language have been a focus of interest of many scholars. There is agreement that instead of being a dichotomy or one single continuum, the differences between spoken and written forms can be measured along several dimensions. The coming into existence of computermediated communication (CMC) has made the line of distinction even less obvious. It is technically a writing (key-pressing) behaviour but may be used to carry out spontaneous communication. This study is intended to investigate the special linguistic features of CMC versus non-CMC texts. The study adopts a corpus linguistic approach to analyse a host of 67 linguistic features in synchronous and asynchronous CMC genres and finds interesting differences in the use of these features when used in different temporalities of CMC contexts. A comparison of these features in CMC genres with those in non-CMC texts also reveals some special characteristics of language developed through the use of CMC. The study suggests that, within the general development of CMC, there are emerging genres reflecting particular contexts. As CMC may soon become a major means of communication, and corpus linguistics is an innovative linguistic approach, awareness of CMC is likely to be of increasing importance for language learning. Some pedagogical suggestions are proposed from the experience and findings that have been gained.
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Sze, Pui-shan Carol, and 史佩珊. "Using computer-mediated communication (CMC) to enhance students' participation in group discussion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29604515.
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Eljarn, Hatana Hannan. "Computer mediated communication, social networking sites & maintaining relationships." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/computer-mediated-communication-social-networking-sites-and-maintaining-relationships(14a3c8f9-a6a7-4acd-833f-42b4c9b9bc7d).html.
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The past decade has witnessed a proliferation of internet use for socialising with dedicated websites such as Facebook, and also for maintaining relationships using computer mediated communication. Individuals can extend the boundary associated with traditional forms of communication, and use technology to meet strangers online to share interests, or maintain existing relationships remotely. One of the most significant functions of computer-mediated communication (CMC) is its contribution to the evolution of social communication. CMC is “communication that takes place between human beings via the instrumentality of computers” (Thurlow, Lengel, & Tomic, 2004). As a consequence of the convenience and flexibility that this channel provides, CMC can be effectively used to orchestrate a variety of communication situations. Furthermore, social networks sites are becoming the choice in which individuals are maintaining relationships or meeting new people. The potential distinctions between these relationships and their offline counterparts remain contradictory. Online relationships may face different challenges, such as anonymity, restricted interaction (Walther, 1992), and the lack of physical presence. For example, sharing activities online such as playing games or visiting Web sites together differs from offline activities, such as going to the movies or dining together. These observations question whether CMC relationships have any parallels with real world relationships. Dunbar (1992) structured real world relationship by strength of ties and formulated the social brain hypothesis (SBH). This work uses the SBH as an interpretive lens in analyzing CMC relationship ties. Thus, a major focus of this work is to investigate implications of the SBH (Dunbar, 1992) within the context of CMC usage. It is recognised that CMC allows for the maintenance of a large number of friendships. Thus potentially, the use of CMC could alter the SBH ratios. Within the main findings consistency with SBH was found. Furthermore, CMC has many parallels with real world communication methods. Face-to-face communications were strongly preferred for maintenance of strong ties. Also phone usage was analysed and identified as an indicator of strong tie relationships, for both local and distant communications. The findings also address questions on displaced communities communication habits and their use of CMC. The phone was found to be most popular media and culture had a strong influence on communication content. The research used a mixed method approach, combining data collection via questionnaires, semi structured interviews and a diary study completed by participants. Based on the findings, a framework is proposed categorising groups on their level of real world socialising and CMC use. There are four essential contributions impacting on current theory. The findings offer new knowledge within the research of CMC and relationship maintenance theory. In our understanding these exploratory questions have not yet been addressed and therefore the findings of this research project are significant in their contributions.
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Wilson, Martina E. "Learning and teaching online : structuring computer-mediated communication systems to support interaction at a distance." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247054.
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Mali, Zoliswa Olga. "Exploring communication strategy use by learners of isiZulu in synchronous computer-mediated communication (S-CMC)." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/142.
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Yates, Simeon J. "The textuality of computer-mediated communication : speech, writing and genre in CMC discourse." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359488.
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Urias-Barker, Zelina. "Public School Educators' Use of Computer-Mediated Communication." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2688/.
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This study examined the uses of computer-mediated communication (CMC) by educators in selected public schools. It used Rogers' Diffusion of Innovation Theory as the underpinnings of the study. CMC refers to any exchange of information that involves the use of computers for communication between individuals or individuals and a machine. This study was an exploration of difficulties users confront, what services they access, and the tasks they accomplish when using CMC. It investigated the factors that affect the use of CMC. The sample population was drawn from registered users on TENET, the Texas Education Network as of December 1997. The educators were described with frequency and percentages analyzing the demographic data. For the research, eight indices were selected to test how strongly these user and environmental attributes were associated with the use of CMC. These variables were (1) education, (2) position, (3) place of employment, (4) geographic location, (5) district size, (6) organization vitality, (7) adopter resources, and (8) instrumentality Two dependent variables were used to test for usage: (1) depth or frequency of CMC usage and amount of time spent online and (2) breadth or variety of Internet utilities used. Additionally, the users' perception of network benefits was measured. Network benefits were correlated with social interaction and perception of CMC to investigate what tasks educators were accomplishing with CMC. Correlations, SEQ CHAPTER h r 1 crosstabulations, and ANOVAs were used to analysis the data for testing the four hypotheses. The major findings of the study, based on the hypotheses tested, were that the socioeconomic variables of education and position influenced the use of CMC. A significant finding is that teachers used e-mail and for Internet resources less frequently than those in other positions. An interesting finding was that frequency of use was more significant for usage than amount of time spent online. This implied that an accessible computer and network connection was more important than the amount of time available to use it. There was little evidence that place of employment, geographic location, or school district size influenced differences in use or nonuse of CMC features. Significant findings for Organization Vitality suggest that a school could contribute to usage by educators when computers and network connections that were close, convenient, and accessible. The Individual Resources of importance for usage were years of experience and confidence with computers and Internet usage. The heavy uses of CMC for communication attested to the importance of CMC in reducing practitioner isolation for many educators. Communication, professional development, work productivity, and professional information seeking showed significant relationships with network benefits and perceived CMC attributes. CMC is a pervasive communication technology that continues to expand in all areas of society. For educators and education it is a venue promising great rewards.
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Verrijdt, Andrew. "Exploring adolescents' views of the impact of computer-mediated communication (CMC) on their lives." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1901.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Computer-Mediated Communication (CMC) refers to any form of communication that can only be achieved through the use of a computer. This includes such diverse means as e-mail, MXit, Facebook, MySpace and Twitter. Many of these forms of communication have become extremely popular within the past few years. Research internationally has shown that adolescents rapidly adopt new technologies, but there is very little research on how this process is impacting South African adolescents. This leaves parents, educators and academics without adequate information about the advantages and dangers of adolescent CMC use. The aim of the study was to investigate the views of adolescents around the topic of CMC. The central research question related to adolescents‟ views of the impact of CMC on their lives. Sub questions related to the reasons behind the popularity of CMC, the advantages of CMC use, the effect of CMC use on language, schoolwork and relationships, the dangers of using CMC and the use of CMC for bullying. The study was of qualitative design and was guided by a constructivist theoretical framework. A qualitative design was chosen because it was felt that qualitative methodology is most suited to investigating the subjective experiences of participants, and thus answering the research questions. Two focus groups participated and three semi-structured interviews were conducted with grade 11 learners from a Cape Town private school. Focus groups were used because this was felt to be an effective means to gather the opinions of multiple participants at once. Individual interviews were used as a means to supplement the focus groups and thus increase the trustworthiness of the study. A semi-structured approach was chosen for the interviews because this allowed the researcher to probe specific areas of interest and thus gather further data on these areas. The focus groups and interviews were audio recorded and the recordings transcribed. Content analysis was performed on the transcriptions. After several rounds of coding, the codes that occurred most often within and across the focus groups and interviews formed the basis for thematic analysis. Several central themes around CMC use emerged from this analysis. The most central of these related to the importance the participants placed on ease of use, and the speed at which CMC can satisfy their desires. Further issues related to how CMC can have both positive and negative effects on relationships and the various dangers of CMC use. Something that recurred throughout the analysis was the idea that a CMC can, in a sense, form a semi-permeable barrier between users. These barriers allow a user to control their communications with others, typically allowing users to express whatever they wish to express while restricting possible negative effects of their communication. A model of adolescent CMC use was created that was based on these findings.
AFRIKAANSE OPSOMMING: Rekenaar-bemiddelde kommunikasie (Computer-Mediated Communication of CMC) verwys na enige vorm van kommunikasie wat slegs met behulp van rekenaargebruik kan plaasvind. Dit omvat „n verskeidenheid metodes soos e-pos, MXit, Facebook, MySpace en Twitter. Vele sulke kommunikasiemiddele het oor die afgelope aantal jare uiters gewild geraak. Navorsing op internasionale vlak het getoon dat nuwe tegnologie snel deur adolessente aangeneem word, maar weinig navorsing is nog onderneem oor hoedanige impak hierdie proses op Suid-Afrikaanse adolessente het. Dit beteken dat ouers, opvoeders en akademici onvoldoende inligting oor die voordele en gevare van adolessente se gebruik van rekenaar-bemiddelde kommunikasie het. Die doel van die studie was om die uitkyk van adolessente in verband met die gebruik van rekenaar-bemiddelde kommunikasie te ondersoek. Die sentrale navorsingsvraagstuk het verband gehou met adolessente se opinies oor die impak van rekenaar-bemiddelde kommunikasie op hul lewens. Ondergeskikte vrae het verband gehou met redes vir die gewildheid van rekenaar-bemiddelde kommunikasie, die voordele van die gebruik daarvan, die effek van rekenaar-bemiddelde kommunikasie op taalgebruik, skoolwerk en verhoudings, die gevare van die gebruik van rekenaar-bemiddelde kommunikasie en die gebruik daarvan om ander te treiter. Die studie het van „n kwalitatiewe ontwerp gebruik gemaak en het binne „n konstruktiwistiese teoretiese raamwerk plaasgevind. Die kwalitatiewe ontwerp is gekies omdat die kwalitatiewe metodologie as die mees geskikte metodologie vir die ondersoek van subjektiewe ervarings van deelnemers, en dus vir die beantwoording van die navorsingsvrae, beskou is. Twee fokusgroepe het aan die ondersoek deelgeneem en drie semigestruktureerde onderhoude is met graad 11 leerders van „n private skool in Kaapstad gevoer. Fokusgroepe is gebruik omdat dit as „n doeltreffende metode vir die onmiddellike verkryging van die menings van „n verskeidenheid deelnemers beskou is. Indiwiduele onderhoude is gevoer om die fokusgroepe aan te vul en die betroubaarheid van die studie te verhoog. „n Semi-gestruktureerde benadering is vir die onderhoude gekies omdat dit die navorser in staat gestel het om areas van spesifieke belang meer deurdringend te ondersoek en daardeur verdere inligting oor hierdie areas in te samel. Die fokusgroepe en onderhoude is op band opgeneem en die opnames is getranskribeer. Inhoudsontleding van die transkripsies is uitgevoer. Na verskeie rondtes kodering, is die kodes wat met die grootste reëlmaat binne en oor die fokusgroepe en onderhoude heen voorgekom het, as basis vir tematiese ontleding gebruik. Verskeie sentrale temas rondom die gebruik van rekenaar-bemiddelde kommunikasie het uit hierdie ontleding na vore gekom. Die mees sentrale hiervan het verband gehou met die belangrikheid van gebruiksgemak vir deelnemers en die snelheid waarmee rekenaar-bemiddelde kommunikasie verlangens tevrede stel. Verdere kwessies het verband gehou met hoe rekenaar-bemiddelde kommunikasie „n positiewe sowel as „n negatiewe effek op verhoudings kan hê en met die onderskeie gevare van die gebruik van rekenaar-bemiddelde kommunikasie. „n Idee wat by herhaling gedurende die ontleding na vore getree het, was dat rekenaar-bemiddelde kommunikasie op „n manier „n semi-deurdringbare versperring tussen gebruikers daarvan vorm. Hierdie versperring laat die gebruiker toe om beheer oor kommunikasie met ander uit te oefen; dit laat tipies toe dat gebruikers uitdrukking gee aan enigiets wat hulle wil oordra terwyl dit terselfdertyd moontlik is om „n moontlike negatiewe uitwerking van die kommunikasie te bekamp. „n Model van adolessente se gebruik van rekenaar-bemiddelde kommunikasie is op die grondslag van hierdie bevindings gesk
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Daly, Caroline. "The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL)." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10007367/.
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The thesis investigates the impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL). It is based on the online discussions conducted by a group of teachers participating in an accredited course in continuing professional development. Concepts of 'community' and 'agency' are identified as core conceptual links between the fields of CMC and TPL. These concepts inform theoretical perspectives on the impact of CMC, based on socio-constructivist perspectives on learning, and inform an analysis of TPL. A qualitative case approach is adopted, in which CMC is conceived of as a social and literate practice, and TPL as a complex social, as well as individual, phenomenon. As a tutor-researcher, my role in creating a narrative of the case, and contributing to its interpretation, is made explicit. To investigate in an underdeveloped field, interdisciplinary methods are developed, which are: a sociometric analysis of the discussions to examine the 'relatedness' of the online texts; the adaptation of a Qualitative Content Analysis model (Garrison and Anderson, 2003) to conduct detailed textual analysis of the discussions; and narrative interviews with the teachers to investigate their perspectives on their learning and participation in the discussions. The findings indicate that the teachers' learning contains features of community and agency, but does so inconsistently, and displays varying degrees of the effects of hegemony on agentive conceptual development. The thesis proposes that TPL within CMC is constituted by three sets of relations: peer relations, textual relations and relations of reification, by which teachers develop a process-oriented engagement with their learning. This engagement develops differently among individuals, and they occupy different positions within these relations which affects how far the learning can be identified with concepts of 'community', and how far it can be identified as 'agentive'.
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Holton, Carolyn F. "The impact of computer mediated communication systems monitoring on organizational communications content." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002440.
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Colombo, Simone. "Computer-Mediated Communication as Situated Phenomenon in Massive Multiplayer Online Servers : A Minecraft-based investigation." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185133.
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The present study investigated Computer-Mediated Communication (CMC) as situated phenomenonin Massive Multiplayer Online (MMO) servers. The popular videogame of Minecraft was chosen as a testbed to examine CMC within its simulated environment. Previous research on videogames explored CMC without considering the role of the server. This research suggests that the onlineserver represents an integral part of the digital environment, in which communication is situated. Data were collected from four servers that shared the same game play mode. A total of 11,658 chatmessages were collected and analyzed with Basic Content Analysis based on word frequencies. Codes were developed and sorted into three predetermined categories: socioemotional positive, socioemotional negative and task area. Results showed that communication significantly differed between almost all servers. Furthermore, it also appeared that in three of the four servers, communication varied between the two weeks of recordings. Future research on CMC is encouraged to consider the role of the online servers. The social construct that may be represented by the MMO servers ought to be explored more thoroughly.I föreliggande studie så undersöks datormedierad kommunikation (CMC) som fenomen baserat iMMO-servrar (Massive Multiplayer Online). Detta utförs genom det populära TV-spelet Minecraft. Tidigare forskning har fokuserat på CMC utan att överväga olika servrar som faktorer. Resultatet av föreliggande studie indikerar att online-servern väsentligen hör ihop med den digitala miljön, där den kontextuella kommunikationen sker. Datainsamling skedde från fyra servrar som har överensstämmande spellägen. Totalt 11 658 chatmeddelanden samlades in samt analyserades genom innehållsanalys vilket baserades på ordfrekvens. Koder utvecklades och sorterades i tre förutbestämda kategorier: socioemotionell positiv, socioemotionell negativ och ”task area”. Resultatet indikerar att kommunikationen skiljde sig signifikant mellan servrar. Dessutom såvarierade kommunikationen mellan de två veckorna av insamlade data på tre av fyra servrar. Framtida forskning rörande CMC bör vidare överväga serverns roll. Därutöver bör det sociala konstrukt som framkommit ur MMO-servrar vidare utforskas.
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Conkar, T. M. "'CLIMATE' for MULTIVIEW : an add-on framework for use in the analysis and development of CMC based virtual environments." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326546.
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Kraus, Natasha. "Identities of the Anonymous: A Quantitative Analysis of Identity Construction in Computer Mediated Communication." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/621.
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The following research and subsequent study look at identity construction and intergroup differences during computer-mediated communication (CMC) across two platforms with varying degrees of anonymity: Twitter and Yik Yak. A review of research conducted mainly within the framework of the social identity model of deindividuation (SIDE) demonstrates that, counter to popular beliefs heralding the individual freedoms of anonymity, anonymous environments act to strengthen salient social identities and perpetuate group norms. In a medium with such variability and flexibility, drawing comparisons across platforms based solely on content can lead to error. In an attempt to circumvent this difficultly, a linguistics analysis of function words was conducted in each condition. Statistical tests point to changes in usage frequencies of i, impersonal pronouns, you, and they as distinctive between the individuating environment of Twitter and anonymous Yik Yak, while an almost identical underlying proportional framework seen in both platforms brings new context to understanding the role of societal norms in language construction.
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Wotipka, Crystal DeAnn. "Embracing the screen of mediated environments : an exploration of the buffer effect's role in communication surrounding transgressions." Diss., University of Iowa, 2016. http://ir.uiowa.edu/etd/3234.
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This dissertation examines the “buffer effect,” an important but understudied feature of computer-mediated communication (CMC). Research on the buffer effect posits that CMC venues provide a buffering “screen” that users can literally and figuratively hide behind. The buffer can make people feel more comfortable during interactions, and is theorized to be especially relevant in contexts where self-presentation is threatened. This study employs transgressions as ideal sites for examining the buffer effect because of the high level of threatened self-presentation involved therein.
The current project tests whether people perceive different levels of a buffer in different channels of communication, and how the buffer effect is related to other widely studied features of CMC, such as interactivity, synchronicity, and social presence. It also tests outcomes of the buffer effect for both senders and receivers of transgressive messages. Specifically, it posits that the buffer effect is beneficial to senders of transgressive messages, and is detrimental to receivers of those messages. Furthermore, in the context of transgressions, the amount of responsibility that a person takes for the transgression is a factor that influences how others perceive the situation. Therefore, the current study also considers receivers' perceptions of the level of responsibility the sender accepts, and specifically posits that senders' higher levels of responsibility are associated with positive outcomes for receivers.
The dissertation is comprised of two studies. In Study One, participants responded to a survey to test their perceptions of the buffer effect and of other features of CMC in various channels. Participants also responded to a hypothetical situation to indicate how the buffer effect influences outcomes when sending a transgressive message. Study Two employed an experimental procedure to test how senders and receivers perceive the buffer effect in actual interactions, as well as how senders' acceptance of responsibility affects outcomes for receivers. Half of the participants were assigned the role of sender and were trained to provide a transgressive message to the receiver. Specifically, senders were trained to say that they had to leave the experiment early without completing the study, rendering the receiver ineligible for course credit. Both the channel (i.e., face-to-face, instant messaging, text messaging) and the senders' level of responsibility (i.e., low/high) were manipulated.
Results suggested that the buffer effect manifests in different levels for various channels of communication, such that face-to-face environments provide the lowest buffer, followed by video chat, social networking sites, instant messaging, and email. Text messaging provides the highest buffer. The buffer effect is negatively related to other features of CMC (i.e., synchronicity, interactivity, and social presence) for low-buffer channels, and is either positively or not significantly related to these features in high-buffer channels. Results also suggest that the buffer effect is associated with benefits for senders in both hypothetical and actual interactions, but does not affect receivers' outcomes. Receivers' perceptions of the level of responsibility that senders accept affects receivers' outcomes, but only within environments with a low and moderate buffer. These results extend research on CMC and on transgressive communication. Results also offer practical implications for how people might elect to use channels and modify the content of their message when communicating a transgression to a friend.
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Shamsudin, Sarimah. "Computer-mediated communication (CMC) and English for specific purposes (ESP) : an investigation of the use of synchronous CMC to meet the needs of computer science students." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2586/.
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The purpose of this research was to investigate whether synchronous computer-mediated communication (CMC) would be an effective tool to meet the English for specific purposes (ESP) needs of language learners. A single tertiary education institution in Malaysia was used as the context of the study. A preliminary investigation was conducted to analyze present and target situation needs and lacks of Computer Science students at Universiti Teknologi Malaysia (UTM). Results revealed Computer Science students at UTM need training and practice in the specific communication skills of interviewing and group discussion for systems analysis and design for their current academic needs and future career as CSPs. In order to be successful CSPs the students need to be competent in both face-to-face and electronic forms of communication which include synchronous CMC to elicit information or conduct group discussions such as joint application design (JAD) with their clients. Findings also indicated that Computer Science students and CSPs who graduated from local universities experienced problems articulating orally in English due to speech anxiety, lack of confidence and lack of practice. A set of tasks called CMC ESP tasks were designed and conducted via a synchronous CMC environment to address these needs and lacks. Prior to the Main Study, I conducted two feasibility studies to find out the practicality and suitability of using CMC tools and CMC task types with Computer Science students at UTM. Seventy-two second year Computer Science students participated in the first feasibility study and tested the practicality of using two synchronous CMC tools: 1) NetMeeting for computer-mediated written interaction and 2) Device Duo for computer-mediated oral interaction. Results suggested it was logistically possible to use both synchronous CMC tools but it was more feasible to use Net Meeting because it can simulate real-time text-based discussions and meetings which are common among CSPs. Twenty-seven first year Computer Science students participated in the second feasibility study which confirmed the usability of several CMC ESP task types for investigating the effects of the CMC ESP method on Computer Science students at UTM. I then conducted a longitudinal study. During the main study, an intact group of 32 first year Computer Science undergraduates were subjected to the CMC ESP method (treatment) as part of the activities in their English for Academic Communication (EAC) module. Students were given pre- and post-treatment oral assessment to find out the short term effect of the CMC ESP method on the development of their interviewing and group discussion skills for systems analysis and design. Findings from these assessments were triangulated with the results of pre- and post-treatment self-assessment attitude questionnaires and the analysis of the chat transcripts from the tasks. Results were encouraging. Participants achieved a significant gain in their overall oral performance and in terms of task fulfilment, language and communication ability in the oral assessment.
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Lutzky, Ursula, and Andrew Kehoe. ""Your blog is (the) shit". A corpus linguistic approach to the identification of swearing in computer mediated communication." John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/ijcl.21.2.02lut.
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The study of swearing has increased in the last decade, diversifying to include a wider range of data and methods of analysis. Nevertheless, certain types of data and specifically large corpora of computer mediated communication (CMC) have not been studied extensively. In this paper, we fill a gap in research by studying the use of swearwords in blog data, and illustrate ways of identifying swearing in a large corpus by taking context into account. This approach, based on the examination of shared and unique collocates of known expletives, facilitates the distinction of attestations of swearing from non-swearing in the case of polysemous lexemes, and the analysis of overlaps in usage and meaning of swearwords. This work therefore goes beyond basic sentiment analysis and offers new insights into the use of collocation for refining profanity filters, providing innovative perspectives on issues of growing importance as online interaction becomes more widespread.
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Lee, Ju Young. "The effect of computer-mediated communication (CMC) interaction on L2 vocabulary acquisition a comparison study of CMC interaction and face-to-face interaction /." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1468105.
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Burge, Jamika D. "Communication of Emotion in Mediated and Technology-Mediated Contexts: Face-to-Face, Telephone, and Instant Messaging." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28010.
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This dissertation work considers communication between people. I look at coordinating dyads (couples in relationships) and people in working relationships to develop an understanding of how people engage in high-stakes, or emotional communication via various communicative media. The approach for this research is to observe and measure peopleâ s behavior during interaction and subsequent reporting of that behavior and associated internal experiences. Qualitative and quantitative methods are employed. Quantitative data are analyzed using a range of statistical analyses, including correlations matrices, ANOVAs, and multivariate statistics.
Two controlled laboratory experiments were conducted for this research. These experiments involved couples in relationships. Couples were brought into the lab and argued with each other across one of three technological media: face-to-face, telephone, and instant messaging (IM). In one set of couplesâ experiments, the couples argued for twenty minutes; in the subsequent couplesâ experiment, couples were encouraged to take as much time as they needed for their arguments. One of the main results from the first experiment is that couples did, indeed, argue when brought into a laboratory setting. One of the important findings for the second experiment is that time did not affect couplesâ tendency to reach closure during their arguments.
This research is a contribution in that it examines how people engage in highly emotional communication using various technological media. In a society with ever-increasing communication needs that require technology, it becomes necessary to study its communicative affordances. Understanding the context of highly emotional interactions between members of couples gives insight into how technology meets (or fails to meet) these communication needs.Ph. D.
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Frisk, Irina. "A Linguistic Analysis of Peer-review Critique in Four Modes of Computer-mediated Communication." Doctoral thesis, Mittuniversitetet, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-26741.
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Abstract The present work is a quantitative and qualitative analysis of pragmatic strategies for delivering critique, and types of politeness, used by undergraduate L2 students of English at different stages of peer-review discussion. The material examined consists of four corpora of authentic conversations between students, the main purpose of which was to give feedback on each other’s contributions during an English A-level course, at Mid-Sweden University. The conversations explored were carried out electronically, and represent four different online environments, or modes of computer-mediated communication (CMC). The material from the two asynchronous modes of CMC is comprised of L2 students’ written discussion board messages and spoken posts recorded using online software. The two synchronous environments under investigation are text-based and voice-based chat. Taking Brown and Levinson’s (1987) framework of politeness as a point of departure, the present study uses a combination of corpus and conversation analytical methods. The basic unit of analysis has been defined as the shortest message of peer-review critique that constitutes a thematic unit: these have been examined in terms of their content and politeness features associated with them, and analyzed in terms of the pragmatic strategy and type of politeness adopted. The types of pragmatic strategies or message organization patterns at different stages, i.e. initial versus subsequent feedback, of the peer-review discussion have also been analyzed. The results of the study show that the pragmatic strategies aimed at praise and agreement prevail in the corpus data produced by predominantly native speakers of Swedish. Even though the pragmatic strategies used for disagreement and negative evaluation are rich in propositional content, their occurrences and distribution vary across the four modes of CMC examined. These results seem to have wider implications in the context of online L2 learning activities, providing insights about the language of peer-review critique in a Swedish academic setting. Keywords: computer-mediated communication (CMC), Conversation Analysis (CA), conversation management, discussion boards, feedback category, mode of CMC, peer-review discussion, politeness theory, pragmatic strategy, speech act of critique, text-based chat, type of politeness, voice-based chat, VoiceThread
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Weaver, Cathy M. "What encourages student participation in online discussions." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001523/.
Full textAbstract:
Distance learning began as a means of catering to students who needed to learn in isolated, individual learning environments but, more recently, has been evolving to offer an interactive and collaborative learning environment supported by Computer Mediated Communication (CMC). However, research has found that not all online discussions are productive for learning and that simply making discussions boards accessible to students does not achieve the interactive and collaborative experience for which they are promoted. One of the first requirements needed for successful online discussions is student participation. This study sought to identify what encourages student participation in online discussions. Motivation and social presence were investigated in this study because they have been identified as two concepts that assist in the encouragement of student participation. Motivation assists participation because it is the process whereby goal-directed activity is both instigated and sustained, and social presence because it has been found to increase interaction. This study sought information regarding what motivated or demotivated student participation in online discussions and what Social Presence behaviours students found most important for maintaining their desire to participate in online discussions. It also investigated relationships among, and changes in, student state motivation, student sense of social presence and student perceived sources of motivation and demotivation across the course of a semester. Finally, students' opinion about their motivation, sense of social presence and reasons for participation were investigated through open-ended questions. A Sequential Exploratory design was used to first obtain breadth of data (quantitative) through online surveys (n equals 60 participants). This included a test/retest design. Depth of the data (qualitative) was then explored through interviews that were based on the results of the quantitative data analysis (n equals 14 participants). The main findings of this study were that students' sense of social presence changed significantly across the course of the semester and this change was a decrease in sense of social presence for 50 percent of the students. Context and Social factors were mentioned more frequently as both motivators and demotivators for participation than Structure/format factors. Correlations revealed a significant relationship between state motivation and social presence. Finally, open-ended questions generated a number of major themes that help to promote participation. All of these findings have implications for teachers and designers of online courses. They show that many factors influence student participation and that some of these factors may change over the course of a semester. Teachers and designers should use this information when designing and implementing courses to not only initiate student participation, but also to maintain participation throughout the course.
25
Hamzah, Masputeriah. "Facilitating second language acquisition (SLA) through computer-mediated communication (CMC) in an English for Civil Engineering (ECE) environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1304.
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This study explores the application of computer-mediated communication (CMC) in an English for Civil Engineering (ECE) learning setting. The aim is to examine the interactional opportunities present in the computer-mediated environment for evidence of conditions deemed facilitative of second language acquisition, based on the tenets prescribed by the Interaction Hypothesis. This theory emphasizes the importance of interaction in language learning and the necessity for learners to have access to meaningful and comprehensible input. It is based on the premise that acquisition will occur through interaction where learners arc provided opportunities to negotiate meaning in order to develop mutual understanding. In tum, this allows for hypothesis testing related to learners' developing interlanguage systems. It also provides opportunities for learners to produce comprehensible output and have access to feedback related to their attempts. All these are regarded as crucial for language acquisition. Most of the studies on interaction work reported in the literature are related to oral interaction. Nevertheless, studies on the use of CMC have reported that this medium can promote meaningful interaction that can foster interlanguage development through meaning negotiation and focus on form. The participants in this study consist of one English language teacher and a group of seventy-three students. The task employed for this study is based on one of the requirements of the ECE program, specifically for the students to engage in a discussion forum on current and relevant social, economic and environmental issues related to the civil engineering field and profession. For a more in-depth and thorough understanding of the entire perspective in the application of CMC in this ECE setting, both qualitative and quantitative procedures are adopted for the purpose of data analysis. The analysis of interactional exchanges reveals that this on-line platform serves as a suitable context and a conducive environment for interlanguage development. Both student-to-teacher and student-to-student interactional exchanges provide evidence of opportunities for modified input, feedback and modified output. The interview responses also provide important insights into the subjective dimension of learning in terms of students' overall opinion and perception of the on-line interactional exchange.
26
Kuznekoff, Jeffrey H. "The Online Presentation of Self: Re-examining Goffman's Presentation of Self Across Contemporary CMC Contexts." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335883419.
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Atkins, Anthony B. "Mixed Media Richness and Computer-Mediated Communications." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31794.
Full textAbstract:
Mixed richness communications occur when a participant in a conversation receives a different media or combination of media than they transmit. Mixed richness communications occur in the workplace when technical, physiological or practical limitations prevent the use of the same media on both ends of a conversation. Prior research in CMC has focused on same-richness communications, and the design guidelines that are available for same-richness communications may not be applicable to mixed-richness communications. This study attempts to establish a basis for understanding mixed-richness communications by evaluating same-richness communications using concepts and measures previously applied to mixed-richness communications.Media Richness Theory (Daft & Lengel, 1984, 1986) defines the richness of a communication medium in terms of its ability to reduce uncertainty and equivocality. According to Daft and Lengelâ s task-media fit hypothesis, communications are most effective and satisfying when the media richness matches the level of uncertainty and equivocality in a task.
Social presence is the perceived ability of a medium to transmit the social cues that lead to a sense that the medium is â warm, personal, sensitive, and sociableâ (Short, Williams, & Christie, 1976). Social presence has been suggested to be a predictor of user satisfaction for computer-mediated communications (CMC), and has been used as measure of media richness in previous studies (Rice, 1993; Yoo & Alavi, 2001).
This study examined the effects of communication medium and task equivocality on task performance, communication effectiveness and sense of social presence. Pairs of participants were required to complete high and low equivocality collaborative tasks while communicating with each other using CMC. The communication media varied between participants. During some sessions, participants received and transmitted the same media (video-only or text-only). In other cases, participants transmitted text and received video or vice-versa.
From the recorded transcripts of each user session was extracted task performance in terms of task time-to-complete and communication effectiveness in terms of the frequency of communication breakdowns. Based on the task-media fit hypothesis, it was expected that task performance and communication effectiveness would be affected by the interaction between communication medium and task equivocality. For the most part, task-media fitness was not confirmed. Only one of the four hypotheses supporting task-media fitness was confirmed for time-to-complete, and none of the four hypotheses supporting task-media-fitness was confirmed for communication breakdown frequency. In the overall analysis of time to complete, Medium was found to have had a significant effect. Sending and receiving text was significantly slower than all other tested media. Sending and receiving video was significantly faster than all other tested media combinations.
After completing each task, participants completed a short questionnaire designed to measure the sense of social presence using the original scales developed by Short and Christie. The sense of social presence reported in video communications was significantly higher for all scales than the sense of social presence reported in mixed-richness environments. The sense of social presence reported in text communications was only significantly lower than mixed-richness environments for one scale, with no significant difference for all other scales.
Master of Science
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Watts, Christina. "Exploring Experiences of Information Overload: The Influence of Computer-Mediated Communication in the Workplace." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35062.
Full textAbstract:
Without question, it is apparent that organizations are predominantly dependent on the use of computer-mediated communication (CMC) to conduct their daily operations. As a result, information is rapidly flowing throughout the workplace and being exchanged at a rate unlike ever before. Unfortunately, this rapid flow of information has increased the potential for information overload to occur among employees. Through a phenomenological based approach, this study explored the experiences of information overload that occur as a result of CMC use in the workplace, from the subjective point of view of ten participants. Findings indicated that the experiences described among these participants can be understood through the examination of four descriptive themes: Constant Communication, Unpredictability, Miscommunication, and lastly Increased Workload and Responsibilities. Furthermore, two theories: Media Richness Theory (MRT) and Social Influence Theory (SIT), served as the theoretical framework for this study.
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Kost, Claudia R. "An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280518.
Full textAbstract:
Research in the area of computer-mediated communication (CMC) has shown enormous potential for its use in the foreign language classroom. The observed benefits include affective factors as well as linguistic features (Beauvois, 1992, 1995; Kern, 1995; Pellettieri, 2000; Sotillo, 2000; Warschauer, 1995/96). However, so far only three studies (Abrams, 2003; Beauvois, 1998b; Payne & Whitney, 2002) directly examined the effects of CMC on the development of oral language skills in a foreign language. These studies reported higher scores for the synchronous CMC groups, thus suggesting that oral proficiency can be enhanced by synchronous online discussions. Neither of these studies, however, examined the effects of online discussions on the development of learners' overall language skills, based on their practice with CMC. Thus, the present study investigated the effects of synchronous CMC on the interlanguage development of beginning learners of German over the course of one semester, specifically with regards to accuracy, proficiency, and communication strategies. Employing a pretest-posttest quasi-experimental design, two sections of German 102 participated in oral role plays and two sections engaged in synchronous online discussion after comparable preparation. Results showed no statistically significant differences in oral and written proficiency at the end of the semester due to treatment. However, students engaging in online discussions perceived them as beneficial for both their oral and written language skills; they also reported that they were able to notice their peers' vocabulary and grammar mistakes, which constitutes the first step of turning language input into intake. Other analyses indicated a general increase in language production and accuracy, especially for low- and medium-proficient learners. The fact that students perceived the online discussions as beneficial for their oral speech, and the fact that there was no significant difference between the post-treatment oral and written proficiency of the groups, corroborates the notion that online discussions support the development of the same processes that underlie oral speech. CMC discussions are thus shown to be a valuable addition to the foreign language classroom, in terms of second language acquisition and learners' interlanguage development.
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Fernández, Julieta. "The language functions of tipo in Argentine vernacular." ELSEVIER SCIENCE BV, 2017. http://hdl.handle.net/10150/626125.
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This article provides a case study account of the language functions of tipo, which is a pragmatic feature of Argentine Spanish vernacular, as used by 10 young adult native speakers of the language (ages 18-25), in the context of oral face-to-face and synchronous technology-mediated written interactions with young adult Spanish L2 learners. An examination of naturally occurring and self-reported language awareness data suggests that tipo has acquired a wide array of pragmatic functions it is a marker of hesitation, exemplification, reformulation, vagueness, and quoted speech. In its non-pragmatic marking uses, it can refer to an unspecified man, preface a hyponym, and be used to make a comparison. Participants' usage patterns, in conjunction with their understanding of sociopragmatic variability in the use of tipo, are discussed as a direction for research in colloquial features of youth vernacular.
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Ayers, Michael D. "CollectiveIdentity.org: Collective Identity in Online and Offline Feminist Activist Groups." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/33518.
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This study examines collective identity, a concept that is used in social movement theory to understand why people are motivated to participate in social movements and social movement groups. Collective identity is a social-psychological process that links the individual to the group through a series of group interactions that revolve around social movement activity. This is a qualitative study that examines collective identity in an online social movement group and an offline social movement group. Reports from the two groups are compared to see what variation exists between these two different groups. This research is one of the first examinations of collective identity outside of conventional face-to-face group settings. The research presented in this thesis demonstrates the difficulty a social movement group that exists online might have in generating a collective identity because of an absence of face-to-face interaction.Master of Science
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Kristoffersen, Sofia. "Conversational Rituals in Computer- Mediated Communication : A Qulaitative Study of Discussion Forums." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25588.
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The aim of this study is to offer a new perspective on both interpersonal communication andcomputer-mediated communication (CMC), by means of conducting a pragma-linguisticanalysis and comparison of a semi-threaded discussion forum and a fully threaded discussionforum; analysing features such as linguistic markers, dialogic listening, politeness, cooperation,elaborate or laconic greetings, farewell expressions and other conversational rituals. Aqualitative study was conducted, employing two methods of gathering data: (a) participantobservation and (b) document and material analysis. The major question for discussion in thisstudy is whether there are any differences with respect to linguistic and non-linguistic featuresbetween the semi-threaded and fully threaded forums? The study concludes that there aredifferences in linguistic and non-linguistic features between semi-threaded and fully threadedforums, but these differences are minimal and can more likely be attributed to the forum subjectmatter and social context than to the forum structure itself.
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Wollam, Ashley J. "Facebook: Encouraging Authentic or Inauthentic Identity Construction?" Marietta College Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1210787596.
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Ko, Chao-Jung. "Early-stage French as a foreign language in Taiwan : a case study involving L2 oral proficiency, motivation and social presence in synchronous computer mediated communication (CMC)." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/7818.
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This study, adopting a case study approach with a group of beginning-level FFL (French as a foreign language) learners, investigated the possibility that initial level foreign language learners may acquire oral skills through synchronous CMC, and the impacts of synchronous CMC learning on their motivation, as well as their social presence. The participants were 12 FFL beginners in a Taiwanese university. Divided into three groups, they were required to conduct three tasks in three different learning environments (video/audio, audio and f2f) during an academic semester (18 weeks). The semester constituted cycles of three-week practices on those tasks. The contents of the tasks were inter-connected. Before each oral task, all the participants had to conduct the same task in synchronous text chat. The data for this study was collected from the participants’ performance in three oral tests held at the initial, middle and final phases of the study, their online chat records, interview transcriptions, learning journal, questionnaires completed at the beginning and the end of the study, and the instructor’s observation journal. The results suggest that these three CMC learning modes bring only partial benefits in terms of learners’ oral proficiency development. It is factors generated by the three learning environments, rather than the environments themselves, that have the largest impact on the learners’ oral proficiency development, learning motivation and attitudes towards the target language. However, the differences in the environments are reflected in particular in the learners’ perception of social presence.
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Hudson, James M. "The Role of Chatrooms in Facilitating Learning Behaviors in Small Group Discussions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/10441.
Full textAbstract:
Primary and secondary school students (Setzer, Lewis, and Greene, 2005), college students (I. E. Allen and Seaman, 2003, 2004), and corporate employees (Galvin, 2002) are all engaging more and more in some form of online or blended online/face-to-face education. Given the large number of pedagogical and design choices that we must make, however, where do we begin when designing new environments? I argue that its important for us to consider how technological design choices interact with pedagogical choices and cognitive states to affect learning behaviors. To illustrate this, I examine the impact of synchronous chat media on educational discussions. Specifically, I ask two questions: (1) Since research has often reported that chat environments promote conversational equity (e.g., Warschauer, 1997), which features of synchronous text-based chat seem to help create conversational equity? and (2) how does this change impact the content of small group discussions? Using ethnographic-style observations and quasi-experimental studies, I show how changing conversational media influences (or doesnt) the resulting discussion among students. I present three results:
* Certain properties of the chat medium seem to discourage conversational dominance by any one individual through (a) denying that individual mechanisms to control the conversational floor and (b) reducing the inhibition felt by shy or otherwise disempowered students.
* The choice of medium does not seem to affect the quality of discussion content nearly as much as other variables.
* Efficiency is diminished in chatrooms; achieving quality discussions online requires significantly more time because (a) typing is slower than speaking and (b) students are able to do other, parallel activities while engaging in a chat discussion.
In the conclusion, I examine the broader implications of these findings for the design of conversational environments, whether for educational or business use.
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McGlynn, Joseph. "More connections, less connection: An examination of the effects of computer-mediated communication on relationships." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5449/.
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The impact of computer-mediated communication (CMC) on relational behavior is a topic of increasing interest to communication scholars (McQuillen, 2003; Tidwell & Walther, 2002). One of the most interesting issues that CMC raises concerns the impact of CMC on relational maintenance and development. Using dialectical theory, social exchange theory, social information processing theory, and the hyperpersonal perspective as theoretical frameworks, this study used quantitative and qualitative analyses to identity potential effects of CMC on relationships. Study 1 (n=317) examined the effects of CMC on relational closeness, satisfaction, and social support. Study 2 (n=196) explored the reasons individuals provide for privileging computer-mediated forms of communication, and the perceived effects of using CMC in relational communication. Results indicated that quality of CMC predicted increased perceptions of social support and relationship satisfaction. Results further suggested that CMC enabled participants to manage more effectively relational tensions of autonomy-connection and openness-closedness. Specifically, individuals used CMC to retain higher levels of conversational control, and to maintain greater numbers of relationships with decreased levels of investment. This paper concludes with a discussion of implications and directions for future research.
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Vandeyar, Kaminthia. "A systemic analysis of postgraduate students' experiences of computer mediated communication in a Web-based learning environment." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09062005-140257/.
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Akayoglu, Sedat. "An Analysis Of Text Based Cmc Of Advanced Efl Learners In Second Life." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614173/index.pdf.
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In the study, it was aimed at determining the discourse patterns of text-based CMC in Second Life in terms of social presence, negotiation of meaning and turn distribution of the students.
During the data collection procedure, 54 freshman students participated in the study. Some reading and writing tasks were carried out in Second Life. During the data analysis, the taxonomy adapted by Akayoglu &Altun (2008) was used for negotiation of meaning and the taxonomy prepared by Rourke, Anderson, Garrison and Archer (2001) was used for social presence. Finally, the words uttered by each student were counted and the equality of turn distribution of the students was measured using Gini Coefficient. At the end of the study, it was found that the most frequently used social presence function was &ldquo
expression of emotions&rdquo
and the least frequently used function was &ldquo
quoting from others&rsquo
messages&rdquo
. In terms of negotiation of meaning functions, the most frequently used function was &ldquo
confirmation&rdquo
and the least frequently used function was &ldquo
reply vocabulary&rdquo
. As for the third research question, the numbers of the words uttered by the students were counted and Gini Coefficient was calculated. At the end of this analysis, it was seen that there was equality in all sessions in terms of turn distribution of the students as it was hypothesized in literature. The findings of this study might be helpful for students, educators and researchers who are willing to attend to and design language courses in Second Life. They might better understand the context.
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Lind, Adam. "Chat Language : In the continuum of speech and writing." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21444.
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The aim of this essay is to determine where on a continuum between speech and writingwritten computer-mediated communication (chat language) would be placed. The essay makes use of a methodology based on Biber (1988). This was done using a quantitative research methodology based on counting and comparing specific linguistic features in different texts. The data for chat language came from the NPS Chat Corpus. Other data used were transcripts of spoken discourse as well as a popular scientific text as material for comparison. This essay is mainly focused on four features: the use of pronouns, passives, ellipsis and the type/token ration of each individual text. Despite the limited size of the material sampled, the results showed that chat language had more in common overall with speech than with writing.
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Yale, Robert Nathan. "INSTANT MESSAGING COMMUNICATION: A QUANTITATIVE LINGUISTIC ANALYSIS." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1183663224.
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Foglé, Emma. "Vikten av gemensamt avslut vid datorförmedlad kommunikation i en lärandemiljö : En studie om att reducera det sociotekniska glappet vid flexibel undervisning via videokonferens." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4165.
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I rapporten undersöks problemställningen ”Hur kan teorin om Gemensam grund och specifikt ”gemensamt avslut” bidra till en ökad förståelse för betydelsen av social interaktion i flexibel undervisning via datorförmedlad kommunikation?” i en fallstudie med fokus på videokonferenssystem vilka används i lärandemiljöer. Resultaten som framkom tydliggjorde att då ett sociotekniskt glapp uppstår tvingas studenterna att skapa alternativa strategier för att kunna uppnå just det här gemensamma avslutet. Därmed uppvisar också resultaten att drivkraften att uppnå gemensamt avslut inte endast är stark vid kommunikation som sker ansikte mot ansikte utan även vid datorförmedlad kommunikation. Fallstudiens resultat kan därmed ses som ett bidrag till grundforskningen i det att betydelsen av att uppnå gemensamt avslut vid datorförmedlad kommunikation uppvisas, vilket också förstärker betydelsen av Clarks (1996) teori om gemensam grund. Vidare har resultaten från fallstudien också använts för tillämpad forskning då designkonsekvenser tagits fram vilka beskriver hur videokonferenssystem i lärandemiljöer bör utformas för att studenter lättare ska kunna uppnå gemensamt avslut via systemen. Med hjälp av dessa designkonsekvenser kan det sociotekniska glappet reduceras och därigenom skapa ett framgångsrikt lärande för studenter vilka studerar via flexibelt lärande.
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Carvalho, Marcio Marconato de. "Discussões on-line: estratégias argumentativas em debates na internet." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-30072008-132100/.
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Esta pesquisa tem como objetivo a descrição e a análise do funcionamento de debates veiculados pela rede mundial de computadores. O corpus compreende três discussões coletadas na internet que abrangem gêneros discursivos distintos (a lista de discussão, o chat com convidados e o fórum eletrônico), desenvolvidas por dois provedores de grande circulação nacional: América on-line (AOL) e Universo on-line (UOL). O foco da pesquisa se concentra na observação de como interagem os internautas e quais estratégias utilizam no momento em que debatem um tópico específico, também na descrição dos três gêneros digitais selecionados. Dentro desse universo, pouco sabemos sobre o funcionamento do ato argumentativo - peça essencial no mundo da comunicação. Uma vez que a interação se processa através de um canal eletrônico e os falantes não estão diretamente em contato, o jogo argumentativo assume características específicas. Por apresentar uma condição de produção peculiar, o discurso no meio virtual prescinde, muitas vezes, de elementos não-lingüísticos - tão essenciais para influir sobre o outro, dar mais emotividade aos enunciados, para convencer e persuadir, etc. Como todo processo interacional não pode ser apartado de seu contexto específico de produção, este trabalho também investiga a rede digital, para conhecer essa mediadora dos processos de comunicação e conseqüente \"fundadora\" de diversos gêneros discursivos, os chamados gêneros digitais.This investigation aims to describing and analysing how debates carried out by means of the worldwide computer web operate. The corpus encompasses three discussions collected at the Internet, covering different discursive genres (the discussion list, the chat with invited guests and the electronic forum), developed by two large providers used in Brazil, i.e. America On-line (AOL) and Universo On-line (UOL). Besides focusing on the description of the three digital genres selected, the research is centered on the observation of how internet users interact and which strategies are employed by them while debating a specific topic. Within this universe, little do we know of how the argumentative act - essential in the realm of communication - operates. Since interaction is processed via an electronic channel, and speakers are not actually in contact, the argumentative game takes up specific characteristics. Because it presents peculiar production conditions, the speech within the virtual media often requires non-linguistic elements - rather essential in utterances whose functions might be to influence others, show emotion, convince, persuade, etc As is the case in every interactional process, the ones described here cannot be parted from their specific production contexts, thus, this research\'s investigation of the digital network, in order to be familiar with this mediator of communication processes and consequent \"founder\" of several discursive genres - called digital genres.
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Dainas, Ashley R. "Keep Calm and Study Memes." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428085991.
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Wright, Mary Elisabeth. "Pragmatic Quotation Use in Online Yelp Reviews and its Connection to Author Sentiment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6210.
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Previous research has established that punctuation can be used to communicate nuances of meaning in online writing (McAndrew & De Jonge, 2011). Punctuation, considered a computer mediated communication (CMC) cue, expresses tone and emotion and disambiguates an author's intention (Vandergriff, 2013). Quotation marks as CMC cues can serve pragmatic functions and have been understudied. Some of these functions have been generally described (Predelli, 2003). However, no corpus study has specifically focused on the pragmatic uses of quotations in online text. Consumer reviews, a genre of online text, can directly impact business profits and influence customers' purchasing decisions (Floyd, Freling, Alhoqail, Cho & Freling, 2014). Businesses are investing in sentiment analysis to gauge their target market's opinions (Salehan & Kim, 2016). Sentiment analysis is the computerized appraisal of a text to determine whether its author is expressing a positive or negative opinion (Novak, Smailovic, Sluban & Mozetic, 2015). Sentiment analysis programs are still limited and could be improved in accuracy. Most programs rely on lexicons of words given a pre-determined polarity value (positive or negative) out of context (Novak et al., 2015). However, context is crucial to communication, and sentiment analysis programs could incorporate a better variety of contextual linguistic features to improve their accuracy. Quotations used for pragmatic communication is such a feature. This study discovered seven pragmatic quotation uses in a 2014 Yelp review corpus: Collective Knowledge, Non-standard, Grammatical, Non-literal, Narrative, Idiolect, and Emphasis. An ANOVA and Tukey HSD test were performed, and the results were significant. Pragmatic category accounted for 15% of the variance in review star rating. The Collective Knowledge category and the Narrative and Non-literal categories were significantly different from each other. The Collective Knowledge category showed a correlation with positive sentiment, while the Narrative and Non-literal categories displayed a correlation with negative sentiment. These three categories are likely present in several types of online text, making them valuable for further sentiment analysis research. If these pragmatic patterns could be detected automatically, they could be used in sentiment algorithms to give a more accurate picture of author opinion.
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Aldén, Joakim. "Hedging Rule Discussions : A study on hedging and emoticons in an online board game discussion forum." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30536.
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In everyday language, people tend to speak in a non-committing fashion when making claims, either to save their own face or to save another person’s face. In linguistics, this is called hedging, with common words and expressions such as probably, assume and I don’t know often revealing that a hedging speech act has been performed. In computer-mediated communication, Skovholt et al. (2014) discovered that emoticons, rather than signaling the sender’s emotions, were used to hedge. This study aims to further investigate the matter by looking at how users on a board game forum hedge when speaking about board games’ complexity with the research question “do more complex games involve more hedge usage on the board game forum Boardgamegeek?” as the point of departure. Data was taken from forum posts tagged with rules. The results showed that complexity barely increases the likelihood of hedging, with a slight edge given to simpler games.
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Schrock, Andrew. "MYSPACE OR OURSPACE: A MEDIA SYSTEM DEPENDENCY VIEW OF MYSPACE." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4023.
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MySpace is a type of "social networking" website where people meet, socialize, and create friendships. The way MySpace members, particularly younger individuals, interact online underscores the changing nature of mass media. Media system dependency states that individuals become reliant on media in their daily life because of fundamental human goals. This reliance, termed a dependency, leads to repeated use. Media system dependency was applied in the current study to explain how and why individuals became habitual MySpace users. To attain results a survey was administered to a convenience sampling of 401 adult undergraduates at the University of Central Florida. Members reported MySpace dependency had a moderate correlation to MySpace use, and they actively used the website an average of 1.3 hours of use per day. Results indicated members use MySpace to primarily satisfy play and interaction orientation dependencies. MySpace use was found to have a correlation with number of MySpace friends. "Number of friends created" in turn had a correlation with MySpace dependency, as people returned to interact with their friends. Individual factors were also found to be a source of influence in MySpace dependency. These individual factors were demographics, psychological factors related to use of the Internet, and psychological factors related to use of MySpace. Factors related to MySpace, extroversion and self-disclosure, were positively correlated with intensity of dependency. The influence of factors related to the Internet was partly supported; computer self-efficacy was not significantly related to MySpace dependency, while computer anxiety was significantly related to MySpace dependency. Speed of connection to the Internet and available time to use the Internet were not related to MySpace dependency. Additionally, significant differences were found between genders in overall dependency, extroversion, self-disclosure, computer anxiety, and computer self-efficacy. These findings provide evidence that MySpace members were little, if at all, constrained by factors related to use of the Internet, but were attracted to the websites for similar reasons as real-life relationships. Finally, MySpace is just one of the large number of online resources that are predominantly social, such as email, message boards, and online chat. This study found that through a "technology cluster" MySpace members use these other social innovations more frequently than non-members. However, members also used significantly more non-social innovations, which may indicate that MySpace members are part of a larger technology cluster than anticipated or perhaps are in the same category of innovation adopter.M.A.
Nicholson School of Communication
Sciences
Communication
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Kavetsky, Jennifer A. "Men Behaving (not so) Badly: Interplayer Communication in World of Warcraft." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213989105.
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Darics, Erika. "Instant messaging in work-based virtual teams : the analysis of non-verbal communication used for the contextualisation of transactional and relational communicative goals." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/11880.
Full textAbstract:
In this thesis, I use a multi-perspectival analytical approach to investigate the paralanguage of naturally occurring work-based Instant Message conversations. My research into the field of computer-mediated discourse analysis (CMDA) has shown that written non-verbal cues have been considered as important means of contextualising text-based computer-mediated communication (CMC), yet their scholarly treatment has been scant. Previous findings about the importance paralanguage in CMD have been further strengthened by the findings of the field of business communication: in the virtual work environment the lack of audio-visual information has been found to contribute to miscommunication and consequently hinder cooperation. The linguistic devices and discursive strategies that are used in order to compensate for the limitations imposed by the text-based communicative channel have therefore been identified as in need of further exploration. In this thesis, I have outlined a CMC cue system based on the previous findings of CMDA to investigate the range of cues used as non-verbal signals in workplace text- based CMC. I have also used a multi-perspectival approach based on the theoretical frameworks of interactional sociolinguistics, communities of practice, relational work and politeness and conversation analysis (CA) in order to investigate the range of interactional roles of paralanguage during computer-mediated business conversations. The interpretive CA-informed analysis I have conducted has provided evidence of the important role of non-verbal signals during the contextualisation of complex transactional and relational communicative goals in the workplace. The analysis in this thesis has provided two significant results: firstly, by incorporating the findings of research into paralanguage of spoken as well as other written genres it resulted in a comprehensive description of the orthographic and typographic non-verbal cues used in text-based CMC and, secondly, by drawing on the multi-perspectival framework, it allowed for a description of the complex interactional functions of these cues during the contextualisation of content and relational intent and the creation of interactional coherence in IM.
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Yusuf, Adewale. "Challenges associated with effective task execution in a Virtual Learning Environment: A case study of Graduate Students of a University." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14058.
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Context: In recent years, more and more people have started showing an increasing interest in distance or web-based education. Some of the reasons for this are the improvement in information and communication technology, as well as advancement in computer networking infrastructures. However, although computer technology has played an important role for the development of distance learning management systems, the underlying goal of such systems is the delivery of competitive and qualitative education via the distance learning environment. There have been a number of research studies and investigations in the field of Computer supported collaborative learning. This particular study is focused on the challenges associated with task execution in a distance learning environment as perceived by graduate students at a university. Objectives: The main focus or rationale behind this study is to investigate the importance of computer mediated communication tools in a virtual learning environment, as well as the problems facing the teachers or facilitators in their attempt to help learners (students) in the process of task execution, and towards achieving the learning goals in a web-based learning system. Methods: The author has adopted a qualitative case study approach. Questionnaires were sent out to some of the graduate students of BTH that participated in the online course under investigation, “Work integrated e-learning”, and some of these students were interviewed as well. Interviews were also conducted with two professors of Informatics and active researchers in distributed or e-learning in a University in Sweden that has had many years of experience in providing distance learning education. The empirical material was then analyzed, using cultural historical activity theory (CHAT) as a theoretical framework Results: The results indicate that more communication and collaborative interaction is needed in the context of the studied e-learning management system. The students expected the provision of more video communication through the learning platform. Furthermore, the results show that the learning in the studied web-based environment is centered on the students. Conclusions: The author concludes that in order to diminish the gap that exists between face-to-face learning/teaching and an e-learning environment, there is a need for the designers and facilitators of the e-learning management system to make this platform more interactive. Additionally, the author concludes that the concept of Open start free pace (OSFP) or strict deadlines may need to be introduced into distance learning education in order to solve the challenges facing the teachers and facilitators.
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Agerberg, Alexandra. "Im Zwiegespräch mit dem Computer : ICT und digitale Kompetenzen zur Förderung und zur Motivation der Sprachentwicklung von Lernern einer Fremdsprache mit Focus auf die mündliche Sprachentwicklung." Thesis, Högskolan Dalarna, Tyska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28000.
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Aim – The paper at hand has three aims which are based on the recent adjustments made to the Swedish curriculum which take effect in summer 2018 and stipulate the implementation of digital competence in all subjects. Firstly, the study examines the effect of ICT and digital media/ aids on the WTC and motivation of second language learners. Secondly, a look is taken at how ICT and digital media/ aids are implemented in teaching today and thirdly, the challenges teachers face by the diverse interpretation and definition of the term digital competence and its realization in the classroom are investigated. Design/methodology/approach – The study is a literature review in which recent literature and research papers in the field of ICT in teaching with focus on second language teaching and learning were examined. Findings – According to the results, the author found that the use of ICT and digital media/ aids have a positive effect on the WTC and motivation of second language learners when used appropriately. The challenges teachers face in this respect is a lack of methods and strategies as well as technical support that are needed to successfully implement ICT in their lessons. Especially the lack of technical support is viewed as a time consuming one as it requires teachers to have a back-up-plan which in effect means more lesson planning on their part. Additionally and in regard to the implementation of digital competences in all subjects, teachers are faced with new challenges which comprise a technical; theoretical and didactical knowledge of the term and its practical realization. Due to the recency of the changes made to the curriculum, the investigation of the challenges that present themselves to the teachers open up for new research that can be made in this field.