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Dissertations / Theses on the topic 'Computer-mediated'

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Published: 4 June 2021
Last updated: 11 March 2023

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1

Fischer, Oliver. "Computer-mediated leadership." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431532.

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2

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.

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3

Anderson, Kathleen J. "Women and computer mediated conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/MQ34446.pdf.

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4

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.

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5

Rajendran, Gnanathusharan. "Computer-mediated communication in autism." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/12030/.

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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.
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Popolov, Dimitri. "Methodology of computer-mediated communication." Thesis, De Montfort University, 2000. http://hdl.handle.net/2086/4191.

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7

Achituv, Tal. "Computer mediated expression in paint." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106064.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 95-97).
of a framework for computer mediated expression. The computer's role in mediation is dual-both for enabling new forms of creative work as well as enabling creative work for populations for which it is not currently accessible, with the latter being the main focus of the work. The system consists of input, processing, and output stages. Simplicity of integration and modularity are the primary design goals which inform the architecture for the processing stage as well as the need for the interface layers to be universal and simple. Several input modalities have been realized and tested, including wearable IMU, airflow, and eye-tracking. One primary output modality has been constructed in the form of a robotic multi-color airbrush. Several evaluations were performed to assess the system's usability from a user's perspective as well as that of a developer. A survey was also conducted to evaluate the potential impact on the general publics perception of ability in the context of disability, particularly with respect to self-expression with paint.
by Tal Achituv.
S.M.
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8

Agle, Mark. "Computer Mediated Communication: Interaction and Interactivity." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07262006-175409/.

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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).
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9

Paterson, Patricia Ann. "Learning in a computer mediated environment." Thesis, University of Portsmouth, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306946.

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Salem, Abed. "Computer-mediated environment and learner support." Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444426.

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11

Rhodes, Peter A. "Computer mediated colour fidelity and communication." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/7010.

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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.
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12

Walther, Joseph Bart. "Relational communication in computer-mediated interaction." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185294.

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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.
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13

Camp, Benjamin. "Comparing the Effects of Computer-Mediated Versus Human-Mediated Equivalence-Based Instruction." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2723.

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The purpose of the present study was to examine the difference between a computer-mediated equivalence-based instruction (EBI) versus a human-mediated equivalence-based instruction. This study used two delivery methods to train stimulus relations across three stimulus classes with four members in each class per delivery method. The computer mediated EBI used Microsoft PowerPoint 2016 and the human-mediated training used printed stimuli on laminated paper cards delivered on a tabletop. Four participants were recruited from a university in southern Illinois. Results showed that the computer-mediated instruction was as effective as traditional human-mediated instructions. Implications for practitioners and suggestions for future research was discussed.
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Mase, Kenji. "Ubiquitous Experience Media and Computer Mediated Communication." IEEE, 2008. http://hdl.handle.net/2237/12053.

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15

Schlueter, Kevin Gary. "Characterizing the usage of computer-mediated communications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35312.pdf.

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Morgan, Michael. "Distributed cognition in computer mediated learning environments." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060719.141836/index.html.

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Mulvenna, Maurice David. "Analyzing computer-mediated behaviour using web mining." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442371.

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18

Walker, William Bruce. "Computer mediated communication for health behavior change." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49906.

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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
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Alaloula, Nouf M. "Framing Coordination in Collocated Computer-Mediated Communication." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32523.

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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

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Atkins, Anthony B. "Mixed Media Richness and Computer-Mediated Communications." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31794.

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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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Delport, Rhena. "Computer-mediated communication in undergraduate mathematics courses." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03042004-113653/.

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Baldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.

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May, Richard A. "Toward directly mediated interaction in computer supported environments /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/10684.

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L, Ruppert Michele. "Enhancing traditional classroom instruction through computer mediated communications." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA387847.

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Thesis (M.S. in Information Systems and Technology) Naval Postgraduate School, March 2001.
Thesis advisors, Douglas F. Brinkley, William J. Haga. Includes bibliographical references (p. 65-71). Also available online.
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au, sudweeks@murdoch edu, and Fay Sudweeks. "Development and Leadership in Computer-Mediated Collaborative Groups." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041206.122548.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research – Complementary Explorative Data Analysis (CEDA) – was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.
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Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/682.

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Avgerinakou, Anthi. "Contextual factors of flaming in computer-mediated communication." Thesis, Heriot-Watt University, 2008. http://hdl.handle.net/10399/2201.

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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.
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Tseliga, Theodora A. "Computer-mediated Greeklish : key linguistic and sociocultural issues." Thesis, University of Brighton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401489.

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Despite the emergence of a multitude of linguistic phenomena with the spread of computer-mediated communication (CMC), research interest has mostly related to English rather than to languages from other national cohorts, such as Greece, a society known for its distinct attachment to language and its symbolic values, and which has recently experienced the spread of CMC. Hence, this study has sought to investigate the linguistic and sociocultural implications of `Greeklish', an untapped area of scholarly research, which denotes the use of the Roman alphabet to transliterate Greek in CMC, hopefully helping to illuminate similar situations outside this context. On the basis of an initial exploratory e-mail survey, Greeklish emerged as a complex phenomenon which pertains mainly to issues such as: its linguistic nature in relation to Greek, the stances towards its use and its transliteration system. The use of the electronic questionnaire proved suitable for this stage but not sufficient to address all the questions brought to the fore. Consequently, a detailed analysis of the linguistic make-up of authentic Greek and Greeklish e-mails in two respective corpora followed, which analysed the distribution of foreign language material, elements of informal register, register markers and the different transliteration patterns. Despite the lack of a very coherent pattern, the use of Greeklish appeared to be more conducive to the activation of devices of simplification, informality and tolerance to linguistic deviance. The analysis of transliteration practices verified previously recognised tendencies towards the 'phonetic' and the `orthographic' orientation. Finally, a more contextualised approach was employed, where 29 Greek e-mail users participated in face-to-face interviews and an online sentence verification experiment. The interviews uncovered Greeklish as a case of `marginal digraphia', a culture-specific code with a functional specification towards informality, defying standardisation and allowing structural and spelling creativity. As for the online experiment, it adduced some initial evidence about the significance of the `visual/orthographic route' in reading of Greek, while, when combining the results from the interview reports and the experimental findings, there appeared an incipient profile of the `orthographic Greeklish user', i. e. the prolific e-mail writer who transliterates Greeklish orthographically and addressesth e phenomenona s linguistically and culturally challenging.
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Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/682.

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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.
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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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Ducksworth, Letatia Bright. "Supporting Computer-Mediated Collaboration through User Customized Agents." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3055/.

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This research investigated a neglected problem - interruption of groups by agent advisory systems. The question was whether interruption by the agent advisory system was beneficial. A survey of literature in four areas is included in this dissertation. The areas surveyed were Agents, Online Help, Computer Supported Cooperative Work(CSCW) and Awareness in CSCW. Based on the review, a human subject experiment was conducted. The study investigated whether the style of agent advisory interface improved the performance of group members. There were three sets of groups, a control set that did not have advisory agents, a set that had system provided advisory agents and a set that had group customized advisory agents. The groups worked together using a CSCW application developed with GroupKit, a CSCW toolkit. The groups with group customized advisory agents used an Agent Manager application to define advisory agents that would give them advice as they worked in the CSCW application. The findings showed that the type of advisory agents did not significantly influence the performance of the groups. The groups with customized agents performed slightly better than the other groups but the difference was not statistically significant. When notified that advice was issued, groups with customized agents and groups with provided agents seldom accessed the agent's advice. General design guidelines for agent interruption have not been solved. Future work is needed to finish the job. The definitive solution may be some mixture of the three known individual design solutions.
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Greenwood, Richard. "Students’ Affective Responses to Computer Mediated Peer Feedback." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36352.

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This research explores the affective responses of five upper-secondary English ESL/EFL students using computer-mediated peer feedback (CMPF), in a writing assignment. The pragmatic approach to the research makes use of a thematic analysis using, motivation, anxiety, attitude, and self-confidence. These themes were extrapolated from Krashen’s Affective filter theory because they are hypothesized to affect second language acquisition. Additionally, the four themes offer a pragmatic framework for exploring student’s affective experiences. The primary data was collected through a series of semi-structured interviews. The interviews were recorded and transcribed to create the primary data. The participants reveal that their learning environment was characterized by distinctly, positive affective responses, low affective filters and favorable conditions for second language acquisition. It is noteworthy that the lack of real time communication alleviated communication apprehension, but also contributed to test anxiety and fear of negative evaluation. The minor negative affective responses documented in the study were offset by consistent and constant use of both the computer mediated learning platform, and peer feedback. The results of this study are worth consideration for academics and professionals who are interested in how affective responses impact second language acquisition.
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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.

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Wallace, J. D. "An examination of computer-mediated communication's scholarly communication /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1999.

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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.

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Halin, Amy L. "Distributed team collaboration in a computer mediated task." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Mar%5FHalin.pdf.

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Thesis (M.S. in Modeling, Virtual Environments, and Simulation)--Naval Postgraduate School, March 2004.
Thesis advisor(s): Rudolph P. Darken, Susan G. Hutchins. Includes bibliographical references (p. 167-168). Also available online.
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37

Sudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Thesis, Sudweeks, Fay ORCID: 0000-0003-0237-3671 (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/352/.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research - Complementary Explorative Data Analysis (CEDA) - was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.
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Sudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Sudweeks, Fay (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/352/.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research - Complementary Explorative Data Analysis (CEDA) - was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.
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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/.

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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.
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Heather, Julian C. "The validity of computer-mediated communicative language tests." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289884.

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A recent innovation in language testing involves the use of computer-mediated communicative language tests i.e., assessment of individuals' second language ability from transcripts of their interactions via computer-mediated communication (CMC). Studies have shown that such interactions in the first language involve a hybrid discourse with features of both written and spoken language, which suggests the possibility of making inferences about oral language ability from performance in a CMC environment. The literature to date offers little guidance on this matter. Research on computer-mediated communication has focused on its use in the second language classroom rather than in a testing context while studies of the linguistic and interactional features of second language learners' CMC discourse have mostly been descriptive with little direct comparison of CMC and face-to-face discourse. This study, therefore, examines the validity of making inferences from computer-mediated discourse to oral discourse through a comparison of the performance of 24 third-semester French students on two tests: a computer-mediated communicative French test; and its nearest equivalent format in face-to-face testing, the group oral exam. Using a within-subjects design, counterbalanced for testing condition and discussion topic, the present study focuses on five areas which have important implications for validity: (a) the predictability of ratings of pronunciation on the group oral test; (b) the similarity of scores achieved on the CMC and group oral tests; the presence of similar (c) linguistic and (d) interactional features in the discourse of both tests; and (e) students' attitudes to the two tests. Results show that although scores on the two tests showed no statistically significant difference, students' discourse differed in many respects which would, thus, invalidate any inferences made about oral ability from computer-mediated performance. Moreover, this study raises an important question about the role of computer-mediated communication in promoting second language acquisition since the computer-mediated discourse contained fewer examples of the negotiation of meaning routines that interactionist theories hold to be important to language acquisition.
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Sequeira, Carlos A. 1968. "Synchronous computer mediated communication and second language proficiency." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10369.

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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
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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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Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.

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Nicholas, Michael P. "(Re)defining Relationships in a Mediated Context: Graduate Student Use of Synchronous Computer-Mediated Communication." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002400.

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Chen, Chun-Ying. "Managing perceptions of information overload in computer-mediated communication." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1370.

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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 IO—more specifically, to its impact on students’ quality interaction—in 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.
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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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Robertson, Donald Alexander. "Teaching and learning in the computer-mediated conferencing context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49812.pdf.

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Kear, Karen. "Investigating design features of a computer-mediated communication system." Thesis, Open University, 2007. http://oro.open.ac.uk/30713/.

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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.
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Hossack, Iain Donald. "Online computer-mediated decision-making for sustainable environmental management." Thesis, University of the West of Scotland, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556202.

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This thesis describes emerging European Union challenges for environmental justice: public participation with transparent decision-making; and knowledge transfer of complex scientific information. It describes the Delphi technique, a pen-and-paper decision support framework developed during the late 1950s and 1960s and its potential to meet environmental justice challenges, if coupled with internet-based computer technologies; online computer mediated decision making (OCMDM). Through various case studies, mainly with one group of soil experts, a long term assessment of OCMDM is presented. This thesis argues that OCMDM provides a technologically flexible, relatively inclusive and efficient framework for discourse capture. However, from a social perspective, OCMDM is far from universally popular, mirroring long-held views of traditional pen-and-paper-based Delphis. At this time, the tool could not be recommended as a transferable panacea for public consultation. Nevertheless, a long-term study of user group engagement with the tool identifies significant utility for conflict resolution, with scope for application within contentious decision-making arenas, if utilised sparingly and thoughtfully. Criteria for successful 'real-world' acceptance of application and research with the tool are provided, together with examples of real-world decision-making arenas that meet them. Through analysis of participants' perceptions, a tantalising glimpse of potentially complex fractal-based decision processes is offered: honing and spiraling towards an ever-refining definition of a truth. This study suggests that this singular decision is itself only part of other archetypal honing-spiraling mechanisms of decision-making, either objectively or metaphorically; each of differing attractions and repulsion to an end user. By identifying some of these fundamental rules of participation, this study provides an opportunity to explore human interaction and decision-making with greater accuracy. There is considerable potential to eliminate most, if not all, OCMDM participant concerns.
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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.

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