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Dissertations / Theses on the topic 'Online chat groups – Research'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Porter, Noriko. "Japanese and U. S. mother's concerns and experts' advice content analysis of mothers' questions on online message boards and experts' advice in parenting magazines /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5517.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 15, 2009) Vita. Includes bibliographical references.

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2

Soukup, Charles. "Communicative performance in a multi-media computer-mediated community." [Lincoln, Neb. : University of Nebraska-Lincoln], 2000. http://international.unl.edu/Private/2000/soukupdis.pdf.

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Thesis (Ph. D.)--University of Nebraska--Lincoln, 2000.
PDF text: [4] leaves table of contents and acknowledgments, [3] leaves abstract, 244 leaves dissertation : col. ill. Includes bibliographical references (leaves 218-239 of dissertation).

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3

Lam, Cam Le. "Perceived usability foster students interaction through online synchronous chat /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080401.144644/index.html.

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4

Lau, Fai-kim. "Sociological, psychological aspects of internet swearwords /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474169.

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5

Lim, Hwee Ling. "Constructing learning conversations: a study of the discourse and learner experiences of online synchronous discussions." Thesis, Lim, Hwee Ling (2006) Constructing learning conversations: a study of the discourse and learner experiences of online synchronous discussions. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/159/.

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The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups. Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests. This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, and Treasure-Jones, 2001) with social network analysis (Wasserman and Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning. Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups. A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction. With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.

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6

Lim, Hwee Ling. "Constructing learning conversations : a study of the discourse and learner experiences of online synchronous discussions /." Lim, Hwee Ling (2006) Constructing learning conversations: a study of the discourse and learner experiences of online synchronous discussions. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/159/.

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The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups. Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests. This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, and Treasure-Jones, 2001) with social network analysis (Wasserman and Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning. Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups. A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction. With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.

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7

Cornetto, Karen Marie. "Identity and illusion on the Internet interpersonal deception and detection in interactive Internet environments /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3025207.

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8

Jorstad, Connie Mae. "Small groups vs. the Internet : two types of personal interaction and their effects on social capital." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115762.

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This study examines the differences between interaction in Internet chat rooms and face to face communication and the effect those differences have on the development of social capital. Much has been written recently regarding the decline of social capital as evidenced by decreasing membership in small organizations. However, relatively little has been written about the potential for social capital to be_ developed through other forms of interaction. Results of this study indicate that though there are differences in the two experimental groups, there are no statistically significant differences between them.
Department of Political Science

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9

Nagendra, Geetha. "An activity theoretical analysis of synchronous electronic discourse a case study /." Thesis, Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36776968.

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10

Cutler, Richard Henry. "Creation and maintenance of identity in a voluntary, text-based electronic forum on the Internet /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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11

Bagherian, Fatemeh. "An evaluation of Carleton Hotline for Administration and Teaching CHAT." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ48324.pdf.

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12

Du, Plessis A. S. "Travel information exchanges in a computer-mediated environment analysis of the Africa category on the departure lounge branch of the thorn tree /." Pretoria [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10182006-154835.

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13

Lee, Ely. "Perceptions and practices of code-mixing in MSN among secondary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241074.

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14

Ho, Kin-wa. "A study on characteristics of youth's interpersonal relationships in cyberspace /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474716.

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15

Lam, Ming-kei, and 林銘基. "English-Cantonese code-switching and code-mixing in online chats in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44676864.

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16

Redd, Mark Bass. "Equipping adults for interactive biblical advisement in Internet chat rooms." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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17

Cheng, Kin-ying Jeanne. "Internet chatting as an emergent register : a study of ICQ talk in Hong Kong /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25205791.

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18

Oaks, D'Arcy John. "The effect of coordination and common ground in online discussion a comparison of interactive processes in chat vs electronic bulletin boards /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174490042.

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19

McCourt, Claire A. Williams Lawrence Frank. "Learner use of French second-person pronouns in synchronous electronic communication." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9753.

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20

Al-Rashdan, Omar. "L'emploi variable des signes diacritiques dans le français tchaté : une étude variationniste en temps apparent." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28382/.

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After providing an historical overview of the French spelling system and orthographic variation, this study analyzes selected internal (i.e., linguistic) factors and one external (i.e., social) factor that can influence the use of diacritics in online French-language chat sessions. From a corpus of synchronous computer-mediated communication, 3,855 tokens of graphemes capable of bearing diacritics were coded with the following scheme: Letter, Diacritic, Grapheme (i.e., Letter and Diacritic combined), Date of Participation, and Age Group of Participant. A multivariate (VARBRUL) analysis determined that Grapheme exerts the most influence on variation.

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21

Rassau, Anoushka. "Effects of synchronous chat-based on-line cognitive behavior therapy on study related anxiety and behavior." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1067.

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Very little research is currently available about therapy conducted in chat-based Internet environments. Most of the existing research concerns therapy delivered via email or on-line support groups. For this reason, this review first presents an overview of literature concerning practical issues relevant to Internet-based therapy in general and then presents a review of the research that is available regarding therapy provided in chat-based Internet environments. The literature reviewed in this paper has been obtained from several on-line databases and Internet search engines. The available research on chat-based therapy has produced mainly anecdotal or inconclusive results. There is a need for controlled research that more clearly displays the relationship between an intervention provided in a chat environment and the participants' problems.

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22

Zabinski, Marion F. "An interactive psychoeducational intervention for women at-risk of developing an eating disorder /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3083454.

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23

Choi, Kwok To Maurice. "Online dating as a strategic game : why and how men in Hong Kong Use QQ to chase women in mainland China." HKBU Institutional Repository, 2011. http://repository.hkbu.edu.hk/etd_ra/1217.

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24

Cheung, Yiu Fung. "The gratifications and channel preferences for peer communications : investigation of ICQ usage of Hong Kong adolescents." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/605.

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25

鄭建瑩 and Kin-ying Jeanne Cheng. "Internet chatting as an emergent register: a study of ICQ talk in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31225767.

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26

Lee, Ely, and 李儀莉. "Perceptions and practices of code-mixing in MSN among secondary schoolstudents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241074.

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27

Dorta, Gabriel. "Soziale Welten in der Chat-Kommunikation Untersuchungen zur Identitäts- und Beziehungsdimension in Web-Chats." Bremen Hempen, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2623571&prov=M&dok_var=1&dok_ext=htm.

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28

Livelsberger, Tara L. ""Lost" in conversations complex social behavior in Online environments /." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244226331.

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29

Setzer, Katharine Adrienne. "Playing on-line : sexual subjectivity, gender play and the construction of the dyke SM fantasy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ54267.pdf.

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30

Ng, Wing-yee, and 吳穎兒. "Comics fandom in Hong Kong: a study of internet newsgroups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31227739.

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31

Mayayise, Thembekile Olivia. "The social impact of the internet on Gauteng high school learners." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-02262009-155614/.

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32

Budiman, Adrian M. "Virtual Online Communities: A Study of Internet Based Community Interactions." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1215559506.

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33

Ho, Wing-see Cecilia, and 何穎思. "The use of Cantonese sentence-final particles in ICQ chats." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26893629.

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34

何健華 and Kin-wa Ho. "A study on characteristics of youth's interpersonal relationships in cyberspace." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256259.

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35

Becker, Jennifer A. "Impression management in computer-mediated communication : an exploratory qualitative analysis." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1136716.

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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

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36

Kidney, Colleen Anne. "Involvement in the Online Autistic Community, Identity, Community, and Well-Being." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/627.

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The values of the disability rights movement and community psychology promote research that focuses on improving the lives of individuals with disabilities (Dowrick & Keys, 2001). Using the Internet for social interactions has been shown to contribute to an individual's identity development, sense of community, and well-being (Obst, Zinkiewicz, & Smith, 2002a; Turkle, 1995). While challenges in typical social interactions have traditionally been considered a defining feature of autism spectrum disorder, autistic individuals have taken advantage of the Internet to develop social interactions (Blume, 1997a). The present study focused on the online Autistic community and how the importance and value of involvement in it is related to Autistic identity, sense of community, and psychological well-being. The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) partnered with the Gernsbacher Lab to form the Gateway Project. Using the Gateway Project, AASPIRE conducted the Internet Use, Community, and Well-Being Study and collected data from 72 autistic adults online. It was hypothesized that the importance and value of involvement in the online Autistic community would be positively related to Autistic identity and sense of community, Autistic identity and sense of community would be positively related, and Autistic identity and sense of community would be positively related to psychological well-being. It was also hypothesized that the positive relationship between the importance and value of involvement in the online Autistic community and psychological well-being would be mediated by Autistic identity and sense of community. Correlations were examined among the hypothesized relationships, and a mediated regression model (Baron & Kenny, 1986) was used to explore the relationship between the importance and value of involvement in the online Autistic community and psychological well-being with Autistic identity and sense of community as mediators. Significant relationships were found between the importance and value of involvement in the online Autistic community and Autistic identity, between the importance and value of involvement in the online Autistic community and sense of community, and between autistic identity and sense of community. As a first step to test the mediated regression models, psychological well-being was regressed on the importance and value of involvement in the online Autistic community. The regression was not significant; therefore the hypothesized model was not significant. Despite non-significant mediated regression model results, significant relationships among the importance and value of involvement in the online Autistic community and Autistic identity and sense of community offer important results. These finding illuminate the potential positive impact of the importance and value of involvement in the online Autistic community, including evidence counter to the myth that autistic individuals lack skills necessary for social relationships. These findings support the positive utility of involvement in the online Autistic community for autistic adults. Further research with a larger sample size is recommended, due to low power coefficients in the analyses. Additional research may also further illuminate the findings of the current study. Possible topics may include sense of community and Autistic identity in individuals that do not use the Internet, differences in the way the Internet is used in autistic individuals, and different measures of involvement in the online Autistic community and well-being.

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37

Richards, Amelia Celeste. "Generation X people's development of cyberspace culture a psychological perspective /." Thesis, Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11092006-145204.

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38

Bernhagen, Lindsay M. "The Creation And Mediation Of Political Texts In Virtual Spaces: Cybercommunities, Postmodern Aesthetics, And Political MUSICKING OF MULTIMEDIA MASHUPS." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221771224.

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39

Wellstead, Darryn Anne. "Digitally-Mediated Mothering: An Ethnography of Health and Parenting Groups on Facebook." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40678.

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Research over the last several decades offers clear evidence that mothers experience considerable pressure in carrying out the expectations of contemporary mothering, including expanded responsibilities relating to child and family health (Hays, 1996; Wolf, 2013). While we know that these pressures produce negative impacts, we know less about the strategies and tools mothers use to cope with these anxieties as they try to "do it right" (Villalobos, 2014). At the same time, research suggests that mothering is increasingly digitally-embedded, as mothers look to the internet and social media for information and support (Schoppe-Sullivan et al., 2017). This study thus explores how mothers use Facebook groups to inform health and parenting decisions. Drawing on data generated through a digital ethnography incorporating 18 months of participant observation, discourse analysis, and interviews with 29 mothers across two sets of divergent, specialized sets of Facebook groups (focusing on “evidence-based” and “natural” health and parenting), I advance three key, interconnected arguments. First, I apply theories of boundaries and boundary-work to show how specialized Facebook groups become persuasive ideological spaces for mothers who seek certainty around their healthcare beliefs and decisions. Next, I apply the concept of echo chambers to argue that mothers involved with these specialized Facebook groups engage in siloed health learning that shapes health beliefs, decisions, and even conversations with healthcare providers. Finally, I show how mothers engage in a form of digitally-mediated emotion management by turning Facebook groups that confirm their parenting ideology in order to alleviate anxieties associated with neoliberalism and individualist parenting, and to feel better about their maternal performance. I ultimately conclude that the turn to digital platforms for certainty, reassurance, and good feelings is both a logical expression and a reflection of the latest wave of maternal responsibilization.

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40

McCourt, Claire A. "Learner use of French second-person pronouns in synchronous electronic communication." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9753/.

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This study analyzes students' use of the French second-person pronouns tu (T) and vous (V) in small-group (2-3 students) inter-learner online chat sessions. The influence of internal linguistic factors (i.e., turn type and morphosyntactic environment) on learners' appropriate vs. inappropriate use of these pronouns is considered. The study also investigates the influence of Instructional Level on tu-vous use and the extent to which students from different instructional levels provide various types of peer assistance (e.g., lexical, morphosyntactic, and sociolinguistic/pragmatic) . Pronoun use was extremely unstable for learners of all levels, and a Kruskal-Wallis analysis revealed that Instructional Level did not significantly affect appropriate T/V use overall. Instructional Level and Syntax did, however, significantly affect interrogative T/V use, as shown through multivariate analyses. Peer-assisted performance was limited to lexical retrieval. Pedagogical recommendations are presented for teaching and learning second-person pronouns in French.

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41

Jayawardena, Kasun P. "A criminological analysis : using real-time monitoring to gather data on online predators." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/40227/1/Kasun_Jayawardena_Thesis.pdf.

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The Internet presents a constantly evolving frontier for criminology and policing, especially in relation to online predators – paedophiles operating within the Internet for safer access to children, child pornography and networking opportunities with other online predators. The goals of this qualitative study are to undertake behavioural research – identify personality types and archetypes of online predators and compare and contrast them with behavioural profiles and other psychological research on offline paedophiles and sex offenders. It is also an endeavour to gather intelligence on the technological utilisation of online predators and conduct observational research on the social structures of online predator communities. These goals were achieved through the covert monitoring and logging of public activity within four Internet Relay Chat(rooms) (IRC) themed around child sexual abuse and which were located on the Undernet network. Five days of monitoring was conducted on these four chatrooms between Wednesday 1 to Sunday 5 April 2009; this raw data was collated and analysed. The analysis identified four personality types – the gentleman predator, the sadist, the businessman and the pretender – and eight archetypes consisting of the groomers, dealers, negotiators, roleplayers, networkers, chat requestors, posters and travellers. The characteristics and traits of these personality types and archetypes, which were extracted from the literature dealing with offline paedophiles and sex offenders, are detailed and contrasted against the online sexual predators identified within the chatrooms, revealing many similarities and interesting differences particularly with the businessman and pretender personality types. These personality types and archetypes were illustrated by selecting users who displayed the appropriate characteristics and tracking them through the four chatrooms, revealing intelligence data on the use of proxies servers – especially via the Tor software – and other security strategies such as Undernet’s host masking service. Name and age changes, which is used as a potential sexual grooming tactic was also revealed through the use of Analyst’s Notebook software and information on ISP information revealed the likelihood that many online predators were not using any safety mechanism and relying on the anonymity of the Internet. The activities of these online predators were analysed, especially in regards to child sexual grooming and the ‘posting’ of child pornography, which revealed a few of the methods in which online predators utilised new Internet technologies to sexually groom and abuse children – using technologies such as instant messengers, webcams and microphones – as well as store and disseminate illegal materials on image sharing websites and peer-to-peer software such as Gigatribe. Analysis of the social structures of the chatrooms was also carried out and the community functions and characteristics of each chatroom explored. The findings of this research have indicated several opportunities for further research. As a result of this research, recommendations are given on policy, prevention and response strategies with regards to online predators.

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42

Srinivas, Tejaswi. "Mercury Instant Messaging System: A collaborative instant messaging tool." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2677.

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The purpose of this project is to use Java technology to create an instant messenger application that could be used by any person who has the basic knowledge of working with a graphical user interface. The goal here is to develop an application that provides communication to users running different operating systems.

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43

Sanders, Chris. "M4M online chat rooms : the use of gay websites by men seeking men /." 2005.

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Thesis (M.A.)--York University, 2005. Graduate Programme in Sociology.
Typescript. Includes bibliographical references (leaves 115-122). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11886

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44

Markman, Kristine Michelle. "Computer-mediated conversation: the organization of talk in chat-based virtual team meetings." Thesis, 2006. http://hdl.handle.net/2152/2582.

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45

Peddle, Jessica. "The gendered interaction of chat : a sociolinguistic study of Internet Relay Chat /." 2001.

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46

Koh, Young Ihn. "New literacies for ESL children: communicating with peers in an online chat." Thesis, 2007. http://hdl.handle.net/2152/3123.

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47

Koh, Young Ihn 1978. "New literacies for ESL children : communicating with peers in an online chat." 2007. http://hdl.handle.net/2152/13310.

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48

Williams, Alan Neal. "Logging in, Blogging "Out": Gay College Age Males and the Blogosphere." Thesis, 2007. http://hdl.handle.net/1805/1103.

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Thesis (M.A.)--Indiana University, 2007.
Title from screen (viewed on July 10, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 53-58)

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49

Marneweck, Maritha. "Internet chat rooms: new meeting places for real identities." Thesis, 2008. http://hdl.handle.net/10210/1330.

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M.A.
The anonymity associated with Computer Mediated Communication has formed the basis of an assumption that fantasy is a prominent feature of interactions taking place via the internet. Some of the literature argues that through fantasy identities all participants are able to become whoever they want to be, creating new virtual communities where equality between members is fundamental in their interactions. The findings of this dissertation suggest, however, that anonymity is limited by the reasons for chat room participation. Further, all the members are not equal, with a clear hierarchy evident as one logs onto the site. This study also argues that the concept of ‘virtual communities’ is not an accurate description of what occurs in chat rooms. The examination of chat rooms as ‘new meeting places’ for real identities is expected to generate more accurate theoretical postulations, in which the significance of the linkages between on- and offline realities is acknowledged. The extended case method was used to examine a chat room, known as Conversations, to investigate the linkages between online participation patterns and offline realities. Issues concerning identity and identity formation informed the principal motives in the selection of a research design that allowed the researcher extensive exposure to the members of this chat room. Since the emphasis was on the discovery of the meaning the chatters themselves attached to their participation, it was important to use a comprehensive research design. To this effect, three complementary data gathering techniques were employed; namely: virtual participant observation, face-to-face participant observation and in-depth interviews. Through this innovative research design the linkages between social opportunities, individual motivation and chat room participation were illuminated.
Meera Ichharam Chris Bolsmann

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50

""虛擬現實"之人際傳播: 浪漫ICQ." 2002. http://library.cuhk.edu.hk/record=b5891045.

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胡一峰.
"2002年7月"
論文 (哲學碩士)--香港中文大學, 2002.
參考文獻 (p. 78-83)
附中英文摘要.
"2002 nian 7 yue"
Hu Yifeng.
Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 78-83)
Fu Zhong Ying wen zhai yao.
摘要 --- p.i-ii
感謝 --- p.iii
Chapter 第一章 --- 引言 --- p.1-3
Chapter 第二章 --- 主要文獻及研究問題 --- p.4-20
Chapter 第一部 --- 分ICQ的使用 --- p.4-7
Chapter 第二部 --- 分虛擬現實中的人際傳播 --- p.8-17
Chapter 第三部 --- 分硏究問題 --- p.18-20
Chapter 第三章 --- 硏究設計 --- p.21-27
Chapter 第一部 --- 分硏究方法 --- p.21-22
Chapter 第二部 --- 分硏究樣本 --- p.23-25
Chapter 第三部 --- 分硏究對象簡貌 --- p.26-27
Chapter 第四章 --- 硏究發現 --- p.28-73
Chapter 第一部 --- 分情誼關係之産生 --- p.28-40
Chapter 第二部 --- 分情誼關係之發展 --- p.41-49
Chapter 第三部 --- 分情誼關係之解體 --- p.50-54
Chapter 第四部 --- 分情誼關係之虛幻與真實 --- p.55-73
Chapter 第五章 --- 結論與討論 --- p.74-77
參考文獻 --- p.78-83

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