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Journal articles on the topic 'Computer-mediated'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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1

Mayer, Paul A. "Computer-Mediated Interactivity." Convergence: The International Journal of Research into New Media Technologies 4, no. 3 (September 1998): 40–58. http://dx.doi.org/10.1177/135485659800400306.

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2

Varian, Hal R. "Computer Mediated Transactions." American Economic Review 100, no. 2 (May 1, 2010): 1–10. http://dx.doi.org/10.1257/aer.100.2.1.

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3

Cohen, Gary E., and Barbara A. Kerr. "Computer-Mediated Counseling." Computers in Human Services 15, no. 4 (April 22, 1999): 13–26. http://dx.doi.org/10.1300/j407v15n04_02.

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4

Fano, Robert M. "Computer-Mediated Communication." IEEE Technology and Society Magazine 4, no. 1 (March 1985): 3–6. http://dx.doi.org/10.1109/mtas.1985.5009913.

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5

WALTHER, JOSEPH B. "Computer-Mediated Communication." Communication Research 23, no. 1 (February 1996): 3–43. http://dx.doi.org/10.1177/009365096023001001.

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6

Simpson, James. "Computer-mediated communication." ELT Journal 56, no. 4 (October 1, 2002): 414–15. http://dx.doi.org/10.1093/elt/56.4.414.

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7

Brown, André. "Computer-mediated enhancement." International Journal of Architectural Computing 17, no. 1 (March 2019): 3–4. http://dx.doi.org/10.1177/1478077119836842.

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8

KOSTOV, Vlaho, and Shuichi FUKUDA. "Computer Mediated Emotional Intelligence." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 15, no. 4 (2003): 391–400. http://dx.doi.org/10.3156/jsoft.15.391.

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9

Lawler, R. W. "Cooperative computer mediated working." Intelligent Tutoring Media 3, no. 4 (November 1992): 131–32. http://dx.doi.org/10.1080/14626269209408319.

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10

Weinberg, Nancy, John D. Schmale, Janet Uken, and Keith Wessel. "Computer-Mediated Support Groups." Social Work With Groups 17, no. 4 (May 19, 1995): 43–54. http://dx.doi.org/10.1300/j009v17n04_04.

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11

Harasim, Linda M., and Tim Winkelmans. "Computer-Mediated Scholarly Collaboration." Knowledge 11, no. 4 (June 1990): 382–409. http://dx.doi.org/10.1177/107554709001100402.

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12

Beatty, Ken, and David Nunan. "Computer-mediated collaborative learning." System 32, no. 2 (June 2004): 165–83. http://dx.doi.org/10.1016/j.system.2003.11.006.

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13

Varian, Hal R. "The computer-mediated economy." Communications of the ACM 44, no. 3 (March 2001): 93. http://dx.doi.org/10.1145/365181.365218.

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Dehler, Christina. "Computer-mediated distributed cognitions." ACM SIGCUE Outlook 26, no. 1 (January 1998): 15–19. http://dx.doi.org/10.1145/286363.286365.

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15

Walston, Jill T., and Robert W. Lissitz. "Computer-Mediated Focus Groups." Evaluation Review 24, no. 5 (October 2000): 457–83. http://dx.doi.org/10.1177/0193841x0002400502.

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16

Rogers, Yvonne. "Coordinating computer-mediated work." Computer Supported Cooperative Work (CSCW) 1, no. 4 (December 1992): 295–315. http://dx.doi.org/10.1007/bf00754332.

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17

Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (October 30, 2011): 531–34. http://dx.doi.org/10.31269/triplec.v9i2.309.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the continuous development of technique and mechanism, the computer-mediated communication makes the dream of transmitting information cross space and time become true, which will definitely have a great impact on our social lives.

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Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (October 30, 2011): 531–34. http://dx.doi.org/10.31269/vol9iss2pp531-534.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the continuous development of technique and mechanism, the computer-mediated communication makes the dream of transmitting information cross space and time become true, which will definitely have a great impact on our social lives.

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19

Martino, Joseph P. "Computer-mediated communication systems." Technological Forecasting and Social Change 27, no. 1 (February 1985): 101–2. http://dx.doi.org/10.1016/0040-1625(85)90007-1.

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20

Leineweber, Fabius, and Marcella Faria. "Computer-Mediated Communication in Biology." American Journal of Semiotics 24, no. 1 (2008): 125–44. http://dx.doi.org/10.5840/ajs2008241/39.

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21

Anurudu, Stephen, and Grace Ochuko. "Impoliteness and Computer-Mediated Discourse." Scholars Journal of Arts, Humanities and Social Sciences 08, no. 04 (April 30, 2020): 185–96. http://dx.doi.org/10.36347/sjahss.2020.v08i04.004.

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22

Zytko, Douglas, Nicholas Furlo, Bailey Carlin, and Matthew Archer. "Computer-Mediated Consent to Sex." Proceedings of the ACM on Human-Computer Interaction 5, CSCW1 (April 13, 2021): 1–26. http://dx.doi.org/10.1145/3449288.

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23

GALLAGHER, PETER. "Synchronous Computer Mediated Group Discussion." CIN: Computers, Informatics, Nursing 23, no. 6 (November 2005): 330–34. http://dx.doi.org/10.1097/00024665-200511000-00010.

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24

Lomicky, Carol S., and Nanette M. Hogg. "COMPUTER-MEDIATED COMMUNICATION AND PROTEST." Information, Communication & Society 13, no. 5 (August 2010): 674–95. http://dx.doi.org/10.1080/13691180903214515.

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25

Haythornthwaite, Caroline. "Introduction: Computer-Mediated Collaborative Practices." Journal of Computer-Mediated Communication 10, no. 4 (July 2005): 00. http://dx.doi.org/10.1111/j.1083-6101.2005.tb00274.x.

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26

Carlson, John R., Joey F. George, Judee K. Burgoon, Mark Adkins, and Cindy H. White. "Deception in Computer-Mediated Communication." Group Decision and Negotiation 13, no. 1 (January 2004): 5–28. http://dx.doi.org/10.1023/b:grup.0000011942.31158.d8.

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27

Berge, Zane L., and Mauri Collins. "Computer-mediated scholarly discussion groups." Computers & Education 24, no. 3 (April 1995): 183–89. http://dx.doi.org/10.1016/0360-1315(95)00010-j.

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28

Torrance, Rebecca J., Caterina E. M. Lasome, and Janice B. Agazio. "Ethics and Computer-mediated Communication." JONA: The Journal of Nursing Administration 32, no. 6 (June 2002): 346–53. http://dx.doi.org/10.1097/00005110-200206000-00011.

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29

Waks, Leonard J. "COMPUTER MEDIATED EXPERIENCE AND EDUCATION." Educational Theory 51, no. 4 (December 2001): 415–32. http://dx.doi.org/10.1111/j.1741-5446.2001.00415.x.

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30

TREVINO, LINDA KLEBE, and JANE WEBSTER. "Flow in Computer-Mediated Communication." Communication Research 19, no. 5 (October 1992): 539–73. http://dx.doi.org/10.1177/009365092019005001.

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31

Kluger, Avraham N., and Seymour Adler. "Person- versus computer-mediated feedback." Computers in Human Behavior 9, no. 1 (March 1993): 1–16. http://dx.doi.org/10.1016/0747-5632(93)90017-m.

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32

Allen, Brenda J. "Gender and computer-mediated communication." Sex Roles 32, no. 7-8 (April 1995): 557–63. http://dx.doi.org/10.1007/bf01544189.

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33

Terejko, Przemysław. "Changing Conventions of Computer-Mediated Communication." Acta Humana 6 (June 14, 2016): 53. http://dx.doi.org/10.17951/ah.2015.6.53.

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34

김형선. "Epistemic Modality in Computer-Mediated Communication." Journal of Studies in Language 27, no. 1 (May 2011): 71–97. http://dx.doi.org/10.18627/jslg.27.1.201105.71.

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35

Manganari, Emmanouela E. "Emoji Use in Computer-Mediated Communication." International Technology Management Review 10, no. 1 (2021): 1. http://dx.doi.org/10.2991/itmr.k.210105.001.

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36

Shires, Nancy P. "Computer-Mediated Lists for Foreign Languages." IALLT Journal of Language Learning Technologies 26, no. 2 (April 15, 1993): 29–36. http://dx.doi.org/10.17161/iallt.v26i2.9501.

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37

Shiraishi, Takashi, Kimihisa Endo, and Fujio Yoshida. "Computer mediated discussion and attitude polarization." Japanese journal of psychology 73, no. 4 (2002): 352–57. http://dx.doi.org/10.4992/jjpsy.73.352.

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38

Pervukhina, Svetlana, and Mikhail Churikov. "Computer-mediated communication in DIY discourse." E3S Web of Conferences 273 (2021): 12155. http://dx.doi.org/10.1051/e3sconf/202127312155.

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Do-It-Yourself discourse (DIY discourse) is communication aimed at teaching laymen to do professional processes and exchanging experiences in professional spheres. It is a very called-for tool for non-vocational training. DIY discourse comprises non-verbal, verbal, and polycode texts. In this research we analyzed general characteristics of DIY discourse. On the first stage of our research we selected articles from www.wikihow.com that teach the lay audience how to do different things. On the second stage of the research we analyzed genres that occur in the computer-mediated environment and polycode texts that represent the computer-mediated communication (CMC) in the DIY discourse. From a semiotic point of view, non-verbal texts are an emblem of a professional process, verbal texts provide a symbol side, and polycode texts combine an emblem and a symbol. We have found out that DIY discourse comprises several genres with different semiotic codes. It can have non-verbal, verbal and polycode format. We have come to the conclusion that polycode texts are the specific feature of computer-mediated communication. They are widely employed in DIY discourse to achieve a more profound comprehension of the professional processes.

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39

Olaniran, Bolanle A., and Natasha Rodriguez. "The Role of Computer-Mediated Communication." International Journal of Information and Communication Technology Education 6, no. 4 (October 2010): 61–73. http://dx.doi.org/10.4018/jicte.2010100106.

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The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide a discussion of future trends and implications in this subject.

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40

González-Lloret, Marta. "Conversation Analysis of Computer-Mediated Communication." CALICO Journal 28, no. 2 (January 31, 2011): 308–25. http://dx.doi.org/10.11139/cj.28.2.308-325.

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41

Androutsopoulos, Jannis. "Introduction: Sociolinguistics and computer-mediated communication." Journal of Sociolinguistics 10, no. 4 (August 16, 2006): 419–38. http://dx.doi.org/10.1111/j.1467-9841.2006.00286.x.

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42

Georgakopoulou, Alexandra. "Postscript: Computer-mediated communication in sociolinguistics." Journal of Sociolinguistics 10, no. 4 (August 16, 2006): 548–57. http://dx.doi.org/10.1111/j.1467-9841.2006.00292.x.

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43

Burston, Jack. "Computer-Mediated Feedback in Composition Correction." CALICO Journal 19, no. 1 (January 14, 2013): 37–50. http://dx.doi.org/10.1558/cj.v19i1.37-50.

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44

Sovignon, Sandra J., and Waltraud Roithmeier. "Computer-mediated Communication: Texts and Strategies." CALICO Journal 21, no. 2 (January 14, 2013): 265–90. http://dx.doi.org/10.1558/cj.v21i2.265-290.

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45

Paniaras, Ioannis. "Virtual identities in computer mediated communication." ACM SIGGROUP Bulletin 18, no. 2 (August 1997): 33–37. http://dx.doi.org/10.1145/265665.265676.

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46

Murray, Peter J. "Nursesʼ Computer-Mediated Communications on NURSENET." CIN: Computers, Informatics, Nursing 14, no. 4 (July 1996): 227–34. http://dx.doi.org/10.1097/00024665-199607000-00011.

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47

Majchrzak, Ann, Ronald E. Rice, Nelson King, Arvind Malhotra, and Sulin Ba. "Computer-Mediated Inter-Organizational Knowledge-Sharing." Information Resources Management Journal 13, no. 1 (January 2000): 44–53. http://dx.doi.org/10.4018/irmj.2000010104.

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48

Morgan, Stephanie J., and Gillian Symon. "Computer-Mediated Communication and Remote Management." Social Science Computer Review 20, no. 3 (August 2002): 302–11. http://dx.doi.org/10.1177/089443930202000307.

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49

Pissarra, João, and Jorge C. Jesuino. "Idea generation through computer‐mediated communication." Journal of Managerial Psychology 20, no. 3/4 (April 1, 2005): 275–91. http://dx.doi.org/10.1108/02683940510589055.

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PurposeBrainstorming is a well‐known group process for generating new ideas and stimulating creativity. Important as well as robust findings have been achieved in determining which factors contribute most to facilitating or hindering the group's ideas productivity. Research aimed at comparing face‐to‐face (FTF) with computer‐mediated communication (CMC) led to the conclusion that this latter shared with the nominal group technique the advantages of avoiding either the blocking effect or the identification of the source. More recently, attention has turned to the possible effects of group support system (GSS) in the mediating cognitive processes of generating new ideas. The present study aims to examine the effects of the type of tool and of the anonymity condition on the quality, quantity and diversity of the generated ideas, as well as on group members' satisfaction.Design/methodology/approachUses a 2 × 2 factorial design combining two different GSS tools (topic commenter vs EBS) with anonymity versus non‐anonymity.FindingsIt was found that anonymity generated more satisfaction among the group members. A marginal effect on satisfaction was also found to be related with the type of tools. Contrary to expectations, the EBS tool was not found to generate greater diversity of ideas. An interesting finding not anticipated was the impact of technology on the flow of ideas and on the emergence of new conceptual categories, probably due to alternative strategies of task structuring.Research limitations/implicationsThe use of students as subjects, and the running of the experimental work in a scholarly context, could have contributed to the elimination of fears and to freeing the participants from any inhibition in the anonymity conditions. Within an organisational context with higher social stratification, such anonymous procedures could have significant outcomes. Future research will have to examine whether this effect is relevant to other types of topics and other populations. Another aspect that it is important to re‐examine is the effect of anonymity on the emergence of minority ideas, which could stimulate innovation.Practical implicationsThe type and characteristics of tools were shown to be a decisive factor in the participants' satisfaction, in the communication process and in the idea generation and clustering processes. Although tenuous, this set of data could mean that the characteristics of the tools interfere with the cognitive mechanisms present in the brainstorming technique.Originality/valueExamines the effect of the technology and anonymity in ideas generation within a group context on the satisfaction of the participants.

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50

Verheijen, Lieke. "Orthographic principles in computer-mediated communication." Written Language and Literacy 21, no. 1 (November 2, 2018): 111–45. http://dx.doi.org/10.1075/wll.00012.ver.

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AbstractOnline messages often diverge from the standard language orthography: so-called textisms have become an indispensable part of youths’ written computer-mediated communication (CMC). This paper presents an in-depth corpus study of texts from four new media produced by Dutch youths: MSN chats, text messages, tweets, and WhatsApp messages. It is demonstrated that Dutch informal written CMC, as in other languages, is implicitly governed by orthographic principles. Relative frequencies of textism types in the corpus show how textisms are effectively used by Dutch youths. Textism types are classified here in terms of forms, operations, and, crucially, functions – the ‘SUPER-functions’: textisms can make orthography more Speechlike, Understandable, Playful, Expressive, or Reduced. Moreover, this study proves that preferences for textism types greatly depend on age group and medium. New media have their own combination of characteristics and constraints, while adolescents and young adults appear to have different perceptions on language use and spelling.

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