Dissertations / Theses on the topic 'Computer mediated communication'
To see the other types of publications on this topic, follow the link: Computer mediated communication.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Computer mediated communication.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sanouillet, Remy D. Thompson Frederick B. Thompson Frederick B. "Computer mediated communication /." Diss., Pasadena, Calif. : California Institute of Technology, 1994. http://resolver.caltech.edu/CaltechETD:etd-12072007-090605.
2
Wallace, J. D. "An examination of computer-mediated communication's scholarly communication /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1999.
3
Forbes, Judith Lynn. "Computer-mediated communication in Nunavut." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0019/MQ37529.pdf.
4
Rajendran, Gnanathusharan. "Computer-mediated communication in autism." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/12030/.
Abstract:
The aim of this thesis was to examine linguistic and social processing in autism and Asperger syndrome (AS), through computer-mediated communication. The first investigation used conversational analysis, on a corpus of computer-mediated dialogue, generated by two adults with AS. The results revealed that one of the two individuals had problems asking questions. Hence, an inability to ask questions may be one aspect of AS communication, though it may be not universal in this population. The second study used a computer program called Bubble Dialogue (Gray, Creighton, McMahon & Cunningham, 1991) to investigate the working understanding of nonliteral language and responses to inappropriate requests in individuals with AS and high-functioning autism (HFA). The AS/HFA group showed poorer understanding of a figure of speech and were more likely to consent to socially inappropriate requests compared to their typically developing peers. In contrast, understanding of sarcasm was predicted neither by verbal ability, executive ability nor clinical diagnosis. The results suggest that having AS/HFA does not, a priori, dispose someone to having problems with communication and socialisation, and that verbal ability protects the individual to a certain extent. Additionally, executive ability also seems important in mediating socialisation and communication ability. The third experiment tested the hypothesis that an autistic preference for internet-based communication may be due to the absence of verbal and non verbal cues, physical distance, and slower rate of information exchange through that medium. To test this, participants worked out predetermined map routes by asking the experimenter closed questions either via text chat, or through telephone conversations. An initial examination of the results suggested that AS performance may in fact have been better via the telephone. However, a detailed look at the strategies employed by some individuals with AS suggests that their executive problems may have resulted in their use of a less than systematic way to solve the task in both media. The results of this study also indicate a relation between executive and mentalising ability because both are required to solve the task. Interestingly, many of the participants with AS could generate novel closed questions to successfully solve the map task in both media, though they were slower than controls. Using computer mediated communication has therefore given us greater detail into the nature of, and the factors that influence, communication in autism.
5
Popolov, Dimitri. "Methodology of computer-mediated communication." Thesis, De Montfort University, 2000. http://hdl.handle.net/2086/4191.
6
COSTANTINI, ERICA. "MULTIMODALITY IN COMPUTER MEDIATED COMMUNICATION." Doctoral thesis, Università degli studi di Trieste, 2004. http://thesis2.sba.units.it/store/handle/item/12562.
7
Agle, Mark. "Computer Mediated Communication: Interaction and Interactivity." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07262006-175409/.
Abstract:
Thesis (M.A.)--Georgia State University, 2006.Title from title screen. Merrill Morris, committee chair; Jaye Atkinson, Ted Friedman, committee members. Electronic text (111 p. : iil. (some col.)) : digital, PDF file. Description based on contents viewed Apr. 24, 2007. Includes bibliographical references (p. 96-101).
8
Rhodes, Peter A. "Computer mediated colour fidelity and communication." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/7010.
Abstract:
Developments in technology have meant that computercontrolled imaging devices are becoming more powerful and more affordable. Despite their increasing prevalence, computer-aided design and desktop publishing software has failed to keep pace, leading to disappointing colour reproduction across different devices. Although there has been a recent drive to incorporate colour management functionality into modern computer systems, in general this is limited in scope and fails to properly consider the way in which colours are perceived. Furthermore, differences in viewing conditions or representation severely impede the communication of colour between groups of users. The approach proposed here is to provide WYSIWYG colour across a range of imaging devices through a combination of existing device characterisation and colour appearance modeling techniques. In addition, to further facilitate colour communication, various common colour notation systems are defined by a series of mathematical mappings. This enables both the implementation of computer-based colour atlases (which have a number of practical advantages over physical specifiers) and also the interrelation of colour represented in hitherto incompatible notations. Together with the proposed solution, details are given of a computer system which has been implemented. The system was used by textile designers for a real task. Prior to undertaking this work, designers were interviewed in order to ascertain where colour played an important role in their work and where it was found to be a problem. A summary of the findings of these interviews together with a survey of existing approaches to the problems of colour fidelity and communication in colour computer systems are also given. As background to this work, the topics of colour science and colour imaging are introduced.
9
Walther, Joseph Bart. "Relational communication in computer-mediated interaction." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185294.
Abstract:
This study involved an experiment of the effects of time and communication channel--computer conferencing versus face-to-face meetings--on impression development, message personalization, and relational communication in groups. Prior research on the relational aspects of computer-mediated communication has suggested strong depersonalizing effects of the medium due to the absence of nonverbal cues. Past research is criticized for failing to incorporate temporal and developmental perspectives on information processing and relational development. In this study data were collected from, and observations made of 96 subjects assigned to computer conferencing or traditional zero-history groups of three, who completed three tasks over several weeks' time. Results showed that computer-mediated groups increased in several relational dimensions to more positive levels, and that these subsequent levels approximated those of face-to-face groups. Boundaries on the predominant theories of computer-mediated communication are recommended, and future research is suggested.
10
Methawut, Elena. "The effect of computer mediated communication to communication patterns." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2644.
Abstract:
Computer mediated communication (CMC) fundamentally influences the function of communication. It influences the organization's management and administration, but it most affects the dynamics of middle and lower level employees. The most simplistic model is that of an electronic office in which its employees need to know and understand the role of CMC. The purpose of this study is to investigate the performance and satisfaction of co-workers who use CMC to communicate within their organization, and to check employees' performance when using CMC.
11
Mase, Kenji. "Ubiquitous Experience Media and Computer Mediated Communication." IEEE, 2008. http://hdl.handle.net/2237/12053.
12
Walker, William Bruce. "Computer mediated communication for health behavior change." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49906.
Abstract:
A computer-mediated communication (CMC) system oriented towards changing health-related behavior was developed and evaluated. Stress management training was used to demonstrate the basic technology. Formative research and pilot-testing was conducted, to identify psychological and communication variables that are potentially critical to facilitating behavior change through the CMC medium. The resulting system was used to compare two forms of CMC training with face-to-face intervention: CMC Intensive Intervention (CII) and CMC Non-Intensive Intervention (CNI), with 9 matched subjects per treatment condition.
CII subjects used their personal computers and modems to exchange messages with a therapist (the author), as well as to interact with automated system functions. Such functions included cognitive/behavioral assessment, l recording of self-monitored progress in applying specific and general coping strategies to managing stress, and instantaneous graphic and verbal feedback on such progress.
The CNI form of intervention relied primarily on message exchanges with the therapist, and presentation of general information on stress management. The face-to-face (FFI) treatment was a "traditional" stress management workshop, comprising weekly one-hour sessions over a six-week period. FFI subjects’ assessment, information presentation, self-monitoring, and feedback were analogous to their CII counterparts.
Major findings were that the CII treatment was as effective as the FFI treatment, while the CNI intervention was less effective than the other two treatments, through 3 months follow-up. This finding suggests that active involvement of subjects in practicing specific coping strategies may be critical to efficacious intervention through the CMC medium.
Other findings were that: (1) The CMC message-exchange function can establish a "client-therapist relationship", which potentially overcomes a limitation of "computerized treatment" identified by previous researchers. (2) CMC-based intervention, at least for stress management-related problems, appears to be more cost-effective than face-to-face intervention, for individual treatment but not for group treatment. Implications for extensions to other types of behavior-change intervention and research are discussed.Ph. D.
incomplete_metadata
13
Alaloula, Nouf M. "Framing Coordination in Collocated Computer-Mediated Communication." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32523.
Abstract:
This thesis explores the framing of coordinative experience in collocated computer-mediated communication. It highlights the importance of low- level coordinative properties through multifaceted examination of the transcript of the first minute of a constructed coordinative situation. In efforts to truly understand the culture we are creating and invoking by adding computers to peopleâ s activities in groups, and life in general.
A lab study was conducted using a computer program that allows one or more users to solve a Sudoku puzzle together, each on their own separate computer. This allowed for an investigation of what happens when people and technology are located in the same place. How do people construct their situation, in terms of who goes next, what do they do and what constitutes the behavior framing.
Master of Science
14
Delport, Rhena. "Computer-mediated communication in undergraduate mathematics courses." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03042004-113653/.
15
Hoser, Bettina. "Analysis of asymmetric communication patterns in computer mediated communication environments." Karlsruhe : Univ.-Verl, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013164338&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
16
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.
17
Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/682.
18
Avgerinakou, Anthi. "Contextual factors of flaming in computer-mediated communication." Thesis, Heriot-Watt University, 2008. http://hdl.handle.net/10399/2201.
Abstract:
Instead of viewing 'flaming' in computer-mediated communication (CMC) as an objective feature of CMC messages, this study adopts an innovative communication analysis approach and theorises it as an interactional phenomenon emerging between luman actors influenced by the social situations created in CMC and the roles and relationships the medium's attributes facilitate.
19
Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/682.
Abstract:
This thesis explores how cultural differences manifest themselves in computermediated intercultural communication (CoMIC). This study particularly looks at the role and use of digital nonverbals (DNVs) and their regulatory functions. The data analyzed is from a global virtual team working together for a period of three months. The grounded theory method has been employed to code the electronic transcript of the team's communication. Furthermore, the participants were surveyed regarding their personal backgrounds, their work, and their perception of the communication processes that took place. The study shows that in an intercultural communication process DNVs are used to avoid intercultural misunderstandings and to underline the various communication styles. The different styles, hand in hand with the DNVs used, vary depending on the team's overall situation. However, the absence of DNVs can be an indicator for a state of crisis.
20
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/.
Abstract:
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.
21
Camacho, Rossana. "Developing writing fluency through synchronous computer-mediated communication /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2768.pdf.
22
Olaniran, Bolanle Abodunrin. "Computer-mediated communication in small group decisional stages." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991. http://catalog.hathitrust.org/api/volumes/oclc/31251716.html.
23
Rooksby, Emma. "Style and ethical relations in computer-mediated communication." Thesis, Rooksby, Emma (2000) Style and ethical relations in computer-mediated communication. PhD thesis, Murdoch University, 2000. https://researchrepository.murdoch.edu.au/id/eprint/50625/.
Abstract:
Computer-mediated communication (CMC) is a comparatively new phenomenon, enabling textual communication among persons regardless of their spatial relations to one another. CMC opens up new communicative possibilities, such as synchronous textual exchanges with remote others. This thesis explores some of the ways in which CMCs affect our ethical relations with other persons.
I first set out an account of personal identity as constituted and understood through ongoing social engagements. I argue that a person’s self consists not only in the nexus of their beliefs and desires, but is also constituted and understood performatively, through their styled verbal and non-verbal performances, the totality of which constitute the life style of that person. This account of the stylistic aspects of selves shows the ethical importance of attending to others’ styles for establishing and maintaining interpersonal understandings, and illustrates that some forms of misunderstandings are stylistic.
This account of the stylistic aspect of self, is preparatory to an analysis, through the rest of the thesis, of ethical dimensions of how persons relate to and come to understand one another in CMC. The analysis has theoretical and applied moments. The theoretical moments take empathy and action as important aspects of interpersonal relations generally. I draw attention to the limitations that CMC places on empathic experience, an important aspect of ethical understanding of others’ selves. Despite this limitation on empathy, I argue, textual media such as CMC support forms of individual and collective social action, which I call performative inscriptions.
The applied dimension of the analysis begins with an examination of the ways in which the technical qualities of CMC, such as machine-dependence, variable temporality of exchange and textuality, structure the ethical possibilities of CMCs. I illustrate ways in which stylistic misunderstandings resulting from the technical qualities of the medium work against careful attending to others’ selves as performed via CMC. The argument is then broadened out to examine the implications of my account of stylistic aspects of self for relations of friendship, and for political relations in CMC. I conclude that CMC tends to constrain close friendships through the limits it places on ethical understanding and on shared activities. The potential of CMCs to produce stylistic misunderstandings need not be an impediment to political relations. However, insofar as political CMC relations rely on or are continuous with personal CMC relations, stylistic misunderstandings may in some cases limit the capacity to sustain political communities on-line.
24
Sequeira, Carlos A. 1968. "Synchronous computer mediated communication and second language proficiency." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10369.
Abstract:
x, 89 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The primary purpose of this study is to investigate whether the use of textual Synchronous Computer Mediated Communication (SCMC) can help students improve oral language proficiency when compared with a group of students who engage in face-to-face oral and written practice. A second objective is to investigate how the use of synchronous computer mediated written practice motivates and enhances the students' learning of the language. The participants ( N =56) were 9 th and 10 th grade English-speaking students enrolled in a beginning Spanish class. A paired sample t test was conducted to evaluate whether SCM written exchanges or face-to-face written practice influence language production. The results indicated that the mean language production for CMC written exchanges ( M = 1.79, SD = .833) was significantly greater than the mean language production for face-to-face written exchanges ( M = 1.11, SD = .737, p = .002). Qualitative results suggests that engaging learners in authentic interaction with other students of slightly higher language proficiency through the use of textual synchronous technology enhances their language skills as well as their overall learning experience.
Committee in charge: Kathleen Scalise, Chairperson, Educational Leadership; Philip McCullum, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Robert Davis, Outside Member, Romance Languages
25
Camacho, Rossana. "Developing Writing Fluency Through Synchronous Computer-Mediated Communication." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1673.
Abstract:
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.
26
Chen, Chun-Ying. "Managing perceptions of information overload in computer-mediated communication." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1370.
Abstract:
Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention to the problem of IOmore specifically, to its impact on students quality interactionin educational CMC. In an attempt to fill that gap, the purposes of this study were as follows: (a) to understand the difficulties students encounter that contribute to their perceptions of IO in CMC, (b) to observe the impact of those difficulties on students learning in online discussions, and (c) to identify students strategies for avoiding or managing those difficulties in order to engage in quality learning. Interviews with students and computer conferencing transcripts were analyzed both qualitatively and quantitatively.
Interviews with 10 graduate students near the beginning of the semester revealed that although students were exposed to the same amount of information in the same learning environments, different individuals experienced different degrees of IO. Varied learner characteristics caused some students to be more susceptible to IO than others. The difficulties students encountered that contributed to their perceptions of IO included connection problems, navigation difficulties, discomfort with online communication, numerous ongoing discussion messages and endless resources, difficulty in organizing learning, and problems understanding the assigned readings. Those difficulties tended not to affect students deep processing as observed in their discussion messages, but might influence students online interaction with others.
Students engaging in quality learning in online discussions were interviewed near the end of the semester to investigate their learning strategies. The results indicated that students used a variety of strategies to deal with those difficulties. Those strategies were related to online class preparation, identifying relevant information, processing online information and printed materials, keeping learning on track, organizing learning, and avoiding internal and external distractions. The results of this study have implications for course design.
27
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.
Abstract:
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.
28
Kear, Karen. "Investigating design features of a computer-mediated communication system." Thesis, Open University, 2007. http://oro.open.ac.uk/30713/.
Abstract:
Computer-mediated communication (CMC) is increasingly used in higher education, but it is not without problems. The effectiveness of CMC depends on many factors, including the characteristics of CMC systems themselves. The research reported here therefore aimed to investigate how an educational CMC system might be improved, in order to support learning more effectively. The main context for the research was distance learning at the UK Open University (OU). A two-stage, mixed methods research approach was adopted. In the first stage, interviews and observations were carried out to explore the benefits and problems experienced by users. This revealed two major issues: information overload and lack of social presence. Information overload relates to users’ problems dealing with large numbers of messages. Social presence relates to the need for users to feel connected with each other. The second stage investigated system features aimed at addressing these issues, implemented in a prototype computer conferencing system. Features to address overload included branched message threading and user recommendations. Features to address social presence were ‘résumés’ and instant messaging. These features were evaluated using questionnaires, with several cohorts of students in an OU course. Students expressed approval of the features, although some features were not widely used. Students preferred branched threading to chronological threading because branching helped them to follow ‘conversations’. Students were uncomfortable recommending messages, feeling that the value of a message would vary between people. They were also uncomfortable using instant messaging to contact others whom they did not know. However, the awareness aspect of instant messaging provided a sense of solidarity. The research demonstrated that the problems of overload and lack of social presence are significant, and each has social aspects which must be addressed. Students’ relationships with each other affect whether and how they use the features of CMC systems. We can conclude that particular attention must be paid to the social aspects of online communication, both when designing educational CMC systems and when considering how they are used. To maximise the benefits for learning, students need to feel comfortable with each other online, and there are few short cuts to achieving this.
29
Mertzani, Maria. "Video-Based Computer Mediated Communication for Sign Language Learning." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499929.
30
熊旭儀 and Yuk-yee Hung. "Using computer mediated communication to enhance students' critical thinking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256284.
31
Placks, Simon James. "Interpersonal deceit and lie-detection using computer-mediated communication." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/3707/.
Abstract:
This thesis examines the use of computer-mediated communication for lie-detection and interpersonal deceit. The literature within the fields of lie-detection and mediated communication are reviewed and it is proposed that there is a lack of knowledge surrounding how people use CMC to deceive one another. Qualitative research was carried out in order to address this shortcoming, exploring the self-reported experiences of chat room users who have been exposed to online deceit. Reports were provided that describe the misrepresentation of age, gender, vocation, affection, and appearance. The importance of stereotypes in driving suspicions is also emphasised within the reports. It is suggested that this key characteristic has more dominance in CMC than it would do face-to-face because of the occlusion of the traditional nonstrategic clues to deceit. Evidence for an alternative set of nonstrategic leakage clues was examined further by conducting a variant of the Guilty-Knowledge test within the context of a CMC based crime. It was found that participants exhibited a response time inhibition effect when presented with 'guilty knowledge' and that this effect was detectable through a standard two-button mouse. The use of such nonstrategic cues to deceit was explored further in a study that examined how CMC might be used to add additional control to a Statement Validity Assessment truth-validation test. It was found that the content analysis technique used by SVA was unable in its present form to correctly distinguish between truthful and fabricated statements of participants interviewed using a CMC chat program. In addition, it was found that the deletion-behaviours of participants fabricating a story within CMC provided no quantitative or qualitative evidence that they were lying.
32
Wu, Ying. "Using Regional Dialects through Computer-Mediated Communication in China." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1241449616.
Abstract:
Thesis (M.A.)--University of Toledo, 2009.Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts Degree in English with a concentration in English as a Second Language." "A thesis entitled"--at head of title. Bibliography: 94-102.
33
Newlands, Alison J. S. "The effects of computer mediated communication on the processes of communication and collaboration." Thesis, University of Glasgow, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266541.
34
Hoser, Bettina [Verfasser]. "Analysis of asymmetric communication patterns in computer mediated communication environments / von Bettina Hoser." Karlsruhe : Univ.-Verl. Karlsruhe, 2005. http://d-nb.info/974885347/34.
35
Baldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.
36
Becker, Jennifer A. "Impression management in computer-mediated communication : an exploratory qualitative analysis." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1136716.
Abstract:
This study investigates the phenomenon of impression management in computer-mediated communication (CMC), particularly chat rooms. Past research has overlooked the occurrence of this phenomenon; however, connections can be drawn from the body of research on impression management in face-to-face communication as well as the body of research on CMC. Indeed, impression management is an integral part of chat room interaction.A screening survey was administered to 382 college students to identify those students who interacted in chat rooms regularly and admitted to engaging in impression management and misrepresenting their identities. Ten such students were interviewed. Their accounts were recorded, transcribed, and analyzed using the grounded theory methodology. The analysis revealed that a set of antecedent conditions influence the phenomenon of impression management, which is managed by two action/interactional strategies and results in an outcome.Department of Speech Communication
37
Ng, Wing-yan. "Shyness and computer-mediated communication for adolescent in Hong Kong /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36787413.
38
Chan, Cheng Cheng. "The influence of computer-mediated communication on English learning motivation." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456361.
39
Hardaker, Claire. "Trolling in computer-mediated communication : impoliteness, desception and manipulation online." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.661132.
Abstract:
Computer-mediated communication (CMC), or the communication that humans engage in via networked devices such as computers (December 1997; Ferris 1997; Herring 2003: 612), provides a rich area for the study of im/politeness and face -threat. Whilst CMC has many benefits, such as allowing quick and easy communication by those spatially and temporally separated (Herring, Job-Sluder, Scheckler & Barab 2002: 371), it is also predisposed towards higher levels of aggression than forms of interaction such as face-to-face communication (FtF). CMC can offer a degree of anonymity that may encourage deception, aggression, and manipulation due to a sense of impunity and a loss of empathy with the non-present recipient-an effect known as deindividuation (Kiesler, Siegel & McGuire 1984; Siegel, Dubrovsky, Kiesler & McGuire 1986; Sproull & Kiesler 1986). Using two WS_e_Q:e_t corpora with a combined wordcount of 86,412,727 words, I primarily investigate a negatively marked online behaviour (NMOB) known as trolling, which involves deliberately attempting to provoke online conflict. I secondarily investigate related NMOBs such as flaming (a reaction or over-reaction to perceived provocation), cyberbullying, cyberharassment, and cyberstalking. The analysis establishes that academia and legislation use these terms in vague, contradictory, or widely overlapping ways. This thesis aims to answer three research questions. The first (what is trolling?) formulates a definition of trolling, including its interrelationships with other NMOB, using a quantitative and qualitative corpus linguistic approach. The second (how is trolling carried out?) outlines the major trolling strategies found in the dataset, along with the user responses to those strategies, and the troller defences to those user responses. The third (how is trolling co-constructed?), which is closely related to the second, qualitatively investigates one extended example of trolling to see how this NMOB is co-constructed by the group via impoliteness, identity construction, and deception. Wordcount excluding front- and back-matter: 89,823
40
Millar, Lorne Peter. "The adoption of computer-mediated communication by public school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52801.pdf.
41
Meyer, David C. "Climate for Computer-Mediated Communication Technology Implementation and Implementation Success." NCSU, 2001. http://www.lib.ncsu.edu/theses/available/etd-20010119-154920.
42
Drugge, Mikael. "Wearable computer interaction issues in mediated human to human communication." Licentiate thesis, Luleå : Luleå Univ. of Technology, 2004. http://epubl.luth.se/1402-1757/2004/42.
43
Sierpe, Eino. "Gender and its relationship to perception in computer-mediated communication." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38282.
Abstract:
The growth of computer-mediated communication (CMC) has generated great interest among researchers. Although perspectives vary, the anonymity inherent in textual communication and the reduction of social markers are often described as the characteristics that distinguish CMC from other forms of communication. These arguments have resulted in unprecedented optimism regarding the potential of this technology to eliminate social inequalities and increase access to institutional power. While critics have provided substantial evidence to the contrary, especially in regards to gender inequalities, CMC continues to be promoted and accepted.Critical responses on the issue of gender have concentrated on behavioral issues. As exemplified by the work of Herring, these issues include, among others, the use of adversarial rhetorical strategies, topical control, representation in electronic communities, and the phenomenon known as "flaming".
Surprisingly, no effort has been made to address the role of gender in the cognitive aspects of CMC or directly question the claims advanced by supporters of this technology in relation to the anonymity of electronic texts. With the exception of Herring's peripheral remarks on this issue and limited work on the problem of gender judgements by Savicki and his colleagues, research is non-existent.
Given the importance of this area for the information professions, this research explores the role of gender in the cognitive processes associated with identification and impression formation. More specifically, this research addresses two concerns. The first is whether CMC users can identify the gender of those they have never met face-to-face by relying exclusively on the detection of gender cues. The second centers on the role of gender in the evaluation of electronic communicators.
Against the perspectives outlined in the feminist critique of technology, this research's theoretical framework is derived from the work of Hymes as well as literature from cognate fields. Thus, Hymes' theoretical model on the concept of communicative competence, which allows competent speakers to pass judgement on the appropriateness of linguistic events, is central to the investigation.
The results provide convincing evidence regarding the implications of gender in the cognitive dimension of CMC. Data from 133 research participants (91 females and 42 males) associated with the study of librarianship or its professional practice suggest that CMC simply recreates existing gender asymmetries. Women are less likely to remain anonymous, more likely to be described stereotypically, and more likely to be evaluated negatively.
44
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.
45
Themistocleous, Christiana. "The use of Cypriot Greek in synchronous computer-mediated communication." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493888.
Abstract:
Cypriot Greek (CG), a variety of Greek spoken in the island of Cyprus, does not have a standard official orthography and it is only used in informal oral communication. The regional variety is sometimes used in traditional written genres such as poetry, plays, prose pieces and humorous newspaper columns, but never in everyday written communication or formal writing. The Standard Greek (SG) variety is used as a medium of instruction in formal education and no provision is made for learning to write in any other variety of Greek. In an era of computer-increased technology and with the development of Computer-mediated Communication (CMC), written CG is nowadays widely used in online text-based communication among young Greek-Cypriots. This is the first time that the regional variety is used for everyday written communication. The aim of this thesis is to provide an initial insight into this new area of study by looking at the ways that CG is used in online chat.
46
Poon, Wing Kin Vinton. "Linguistic norms of Hong Kong English in computer-mediated communication." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6456.
Abstract:
Hong Kong is widely known as a bilingual city. In addition to the locally spoken Cantonese, the vast majority of Hong Kong Chinese people are also able to speak English, the ex-colonial and the international language which has played an important role in the community since the colony was founded. This linguistic situation has given rise to a local variety of English. Recognising the distinct form and function of this variety, scholars (e.g. Bolton 2002, Joseph 2004: 132-161) have argued that the linguistic features in the English spoken by Hong Kong people should be identified as Hong Kong English (HKE). Observing that certain Hong Kong English features specific to computer-mediated communication (CMC) have been developed through communication among bilingual Hong Kong Chinese on the internet, I believe that Hong Kong English in CMC should be seen as a distinct variety. To support my argument, I have, in this thesis, re-examined the notion of linguistic variety. This in turn has required an investigation into the nature of the linguistic norms that define a 'systematically different' form of language. I begin my study by looking at the sociolinguistics of Hong Kong. The distribution of the three main languages – Cantonese, English, and Putonghua – is examined, and Cantonese-English code-mixing is discussed. The focus then turns to the notion of Hong Kong English, and its linguistic features are analysed. Then, the nature of computer-mediated communication is explored. I look at how this context has affected the use of language in general, and HKE specifically. The distinctive HKE features that can only be seen in CMC are examined. I show that Hong Kong English in computer-mediated communication (CHKE) is formally different from HKE in other written contexts. In order to argue that CHKE is a variety of its own, I look at how various scholars define 'variety' and similar notions such as 'language', 'dialect', 'sociolect', and 'register'. Seeing that the concept of norms is essential in determining whether a variety is 'systematically different', I explore the nature of social norms and linguistic norms. A model of norms is proposed, identifying three kinds of linguistic norms: formal norms, contextual norms and identity norms. I present the results of a survey I conducted that aims to elicit Hong Kong people‘s attitudes towards CHKE. Analysis of the data obtained from the survey shows that linguistic norms of CHKE have emerged. Not only is CHKE recognised by its users as a distinct variety, this variety also has an identity marking function that is not seen in other forms of written HKE.
47
Mildinhall, J. W. "The role of speech act use in computer-mediated communication." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520582.
48
Ng, Wing-yan, and 吳詠恩. "Shyness and computer-mediated communication for adolescent in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014565.
49
Zhou, Hengyu, and 周恒宇. "Cyber micropower: a new perspective of computer-mediated communication research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47752749.
Abstract:
The relationship between Internet technology and human beings has been the main focus in the realm of Internet study. Those studies, generally speaking, either paid attention to the political, economical and social influences of the burgeoning Internet technology on human society, or focusing on the changing of human behavior, attitudes and psychological conditions in the Internet technological environment. Lacking of considering the core nature of Internet technology, most of studies, though proposed many insightful arguments, cannot explain why and in what way the Internet has such great influences on human beings.
Since the Internet technology constructed the cyberspace, its relationship with human beings has been undoubtedly influenced by the inherent nature of the Internet. Examining the intrinsic nature and the bias of Internet technology, this study proposes the concept of cyber-micropower to describe the power relationships in the Internet field, and explores the origins of cyber-micropower. By investigating the formation and operational mechanism of the three kinds of cyber-micropower – information micropower, context micropower and subject micropower, this study provides a new analytical framework to the Internet study as well as understanding various cyberspace phenomena.
The qualitative methods, especially critical literature research, online participant observation, and oral history are adopted to make thick description of various online phenomena, get empirical online data and develop the key concept of cyber-micropower. Particularly, the formation of information micropower is examined through the phenomenon of online free. Based on the analysis of online virtual identity, the formation process of context micropower and subject micropower can be developed. Then, the operational mechanism of cyber-micropower was mainly investigated through human flesh searching phenomenon.
Briefly, this study argues that the bias of Internet technology is liquidity. As the core features of the Internet, both digitalization and networking of information directly reflect the widespread requiring for liquidity. This liquid Internet plays the role by empowering cyber subjects. Cyber-micropower, then, is the liquid networking relations among cyber subjects. During online interactions and the Internet use, cyber subjects always tend to make surveillance and self-surveillance, restriction and self-restriction, group participating and other ways, through which cyber subjects adapted to the new liquid cyber contexts and relations, as well as positioning their own locations in the liquid network. This new liquid disciplinary model in the “many watch the many” kind of cyberspace is the operational mechanism of cyber-micropower. Accordingly, disciplined cyber subjects and cyber conditions are like numerous panopticons superimposed together.
Then, this study further argues that with the development of Internet technology, the liquid may be faster, and a larger scale of digitalization and intensive networking will follow. Such trends, though may liberate human beings initially, will go beyond humans’ ultimate state in the end. The liquid nature of information restricts cyber subjects’ ability of self-reflexive and understanding. And the liquid cyberspace may promote multiple and unstable virtual identities. As a result, cyber subjects’ cyber-micropower will become more fragile and sensitive. And the human nature may also be networked and liquefied gradually. Yet, when human beings become numerous nodes in the liquid network, not only their traditional ethics and morality are in the danger of reversing, but also the meaning of humans’ existence may be challenged.published_or_final_version
Linguistics
Doctoral
Doctor of Philosophy
50
Oliveira, Victor Adriel de Jesus. "Haptic interfaces and their application on computer mediated tactile communication." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/182245.
Abstract:
Além de um canal para adquirir informações sobre o ambiente ao nosso redor, o sentido do tato é também o nosso sentido mais social. No entanto, a interação háptica é geralmente implementada como chamariz nas interfaces modernas. Embora a comunicação multimodal seja comum em Ambientes Virtuais, as tecnologias de Realidade Virtual mais acessíveis nem sequer incluem o componente háptico como parte fundamental. Esta tese apresenta estudos sobre percepção, desempenho do usuário, e experiência do usuário com dispositivos de comunicação vibrotátil construídos para suportar diferentes tarefas interativas em ambientes virtuais e físicos. Foram avaliados diferentes atuadores hápticos, configurações de exibição tátil, locais do corpo, perfis de usuário, e métodos para se projetar uma plataforma tátil robusta. Tal plataforma foi finalmente construída como uma tela vibrotátil para ser usada ao redor da cabeça e para suportar tarefas de consciência espacial e comunicação em ambientes virtuais e físicos. Durante a pesquisa foi observado que, apesar de sua importância para a comunicação, o uso proativo de háptica para intercomunicação é surpreendentemente negligenciado. Portanto, foi dada especial atenção aos elementos presentes na articulação da fala para introduzir a articulação háptica proativa como uma nova abordagem para intercomunicação. Foi proposto que a habilidade de usar uma interface háptica como uma ferramenta para comunicação implícita pode suplementar a comunicação e suportar tarefas colaborativas próximas e remotas em diferentes contextos. Além disso, uma interface articulatória pode fornecer um modo direto e expressivo de se comunicar através de sinais táteis. Para demonstrar isso, os resultados dessa pesquisa foram aplicados ao projeto de uma tela montada na cabeça com vibração, especialmente feita para interação com ambientes virtuais imersivos. Tal aparato mostrou-se útil não apenas para orientação no espaço 3D, mas também para intercomunicação em ambientes virtuais colaborativos. Além de nossas contribuições técnicas em relação à construção de uma tela tátil totalmente testada para múltiplas tarefas e contextos, nossa principal contribuição é a concepção e demonstração de um novo paradigma de interação tátil. Tal paradigma se concentra em fornecer maneiras simples e diretas para que indivíduos se expressem através de sinais táteis em aplicações mediadas por computador para interair com seu ambiente e com outros indivíduos. Esse paradigma envolve os usuários finais e permite que eles se tornem interlocutores ao invés de meros receptores do feedback tátil.The sense of touch not only is a channel for acquiring information about the environment around us, it is also our most social sense. However, haptic interaction is usually implemented as a gimmick feature in modern interfaces. Although multimodal communication is commonplace in Virtual Environments, the most accessible Virtual Reality technologies do not even include the haptic component as a fundamental part. This thesis presents studies on perception, user performance, and user experience with vibrotactile communication devices built to support different interactive tasks in virtual and physical environments. We have assessed different haptic actuators, tactile display configurations, body sites, user profiles and methods to design a robust tactile platform. Such platform was finally built as a vibrotactile display to be worn around the head and to support spatial awareness and communication in both virtual and physical environments. During our research, we particularly notice that the proactive use of touch for intercommunication is surprisingly neglected regardless of its importance for communication. Therefore, we have also directed our attention to elements present in speech articulation to introduce proactive haptic articulation as a novel approach for intercommunication. We propose that the ability to use a haptic interface as a tool for implicit communication can supplement communication and support near and remote collaborative tasks in different contexts. In addition, an articulatory interface can provide a direct and expressive way for communicating through tactile cues. To demonstrate that, our results were applied to the design of a vibrotactile head-mounted display especially made for interaction with immersive virtual environments. Such apparatus was shown not only to support guidance in 3D space but also to support intercommunication in collaborative virtual environments. In addition to our technical contributions regarding the construction of a fully tested tactile display for multiple tasks and contexts, our main contribution is the conception and demonstration of a new paradigm for tactile interaction. Such paradigm focuses on providing simple and direct ways for individuals to express themselves through tactile cues in computer-mediated interaction with their environment and with others. Such paradigm embraces the final users and allows them to become interlocutors rather than just receivers of the haptic feedback.