Bibliografías temáticas / Computer mediated communication / Artículos de revistas

Artículos de revistas sobre el tema "Computer mediated communication"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de junio de 2024

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1

Fano, Robert M. "Computer-Mediated Communication". IEEE Technology and Society Magazine 4, n.º 1 (marzo de 1985): 3–6. http://dx.doi.org/10.1109/mtas.1985.5009913.

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2

WALTHER, JOSEPH B. "Computer-Mediated Communication". Communication Research 23, n.º 1 (febrero de 1996): 3–43. http://dx.doi.org/10.1177/009365096023001001.

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3

Simpson, James. "Computer-mediated communication". ELT Journal 56, n.º 4 (1 de octubre de 2002): 414–15. http://dx.doi.org/10.1093/elt/56.4.414.

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4

Yu, Bin. "Computer-Mediated Communication Systems". tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, n.º 2 (30 de octubre de 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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5

Yu, Bin. "Computer-Mediated Communication Systems". tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, n.º 2 (30 de octubre de 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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6

Martino, Joseph P. "Computer-mediated communication systems". Technological Forecasting and Social Change 27, n.º 1 (febrero de 1985): 101–2. http://dx.doi.org/10.1016/0040-1625(85)90007-1.

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7

Leineweber, Fabius y Marcella Faria. "Computer-Mediated Communication in Biology". American Journal of Semiotics 24, n.º 1 (2008): 125–44. http://dx.doi.org/10.5840/ajs2008241/39.

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8

Lomicky, Carol S. y Nanette M. Hogg. "COMPUTER-MEDIATED COMMUNICATION AND PROTEST". Information, Communication & Society 13, n.º 5 (agosto de 2010): 674–95. http://dx.doi.org/10.1080/13691180903214515.

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9

Carlson, John R., Joey F. George, Judee K. Burgoon, Mark Adkins y Cindy H. White. "Deception in Computer-Mediated Communication". Group Decision and Negotiation 13, n.º 1 (enero de 2004): 5–28. http://dx.doi.org/10.1023/b:grup.0000011942.31158.d8.

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10

Torrance, Rebecca J., Caterina E. M. Lasome y Janice B. Agazio. "Ethics and Computer-mediated Communication". JONA: The Journal of Nursing Administration 32, n.º 6 (junio de 2002): 346–53. http://dx.doi.org/10.1097/00005110-200206000-00011.

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11

TREVINO, LINDA KLEBE y JANE WEBSTER. "Flow in Computer-Mediated Communication". Communication Research 19, n.º 5 (octubre de 1992): 539–73. http://dx.doi.org/10.1177/009365092019005001.

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12

Allen, Brenda J. "Gender and computer-mediated communication". Sex Roles 32, n.º 7-8 (abril de 1995): 557–63. http://dx.doi.org/10.1007/bf01544189.

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13

Shang, Hui-Fang. "Incorporating Computer-Mediated Communications in EFL Reading". Technical Communication 70, n.º 2 (1 de mayo de 2023): 72–85. http://dx.doi.org/10.55177/tc454765.

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Purpose: The incorporation of computer-mediated communication (CMC) has been widely used in recent English as a foreign language (EFL) teaching and learning due to the rapid advancement of technology. Despite the prevalence of online CMC communications, previous research has yielded mixed results, and empirical evidence on how online communications affect student reading comprehension is limited. This study compares the effects of online asynchronous and synchronous communications on EFL reading comprehension in a Taiwanese collaborative learning context. Method: Ten reading comprehension tests and an online questionnaire survey were administered to 100 university students enrolled in two senior reading classes in Southern Taiwan. Independent-sample t-tests, descriptive statistics, and Pearson product-moment correlation analyses were computed to investigate the differences and relationships between perceived asynchronous and synchronous communication use on EFL reading comprehension performance. Results: The findings revealed that participants used the synchronous communication mode more frequently than the asynchronous mode. The reading score obtained through the synchronous group was slightly higher than that obtained through the asynchronous group; no statistically significant difference was found. As students practiced more in asynchronous and synchronous communication modes, their reading comprehension ability improved significantly. Conclusion: Although learners generally accept both online communication modes, the open-ended question results reveal several disadvantages and advantages of online communication environments. The study's limitations, as well as the implications for instructional pedagogy and future research, are presented and discussed.
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14

Amin, Risma Fahrul. "COMPUTER MEDIATED COMMUNICATION (CMC) DALAM PEMBELAJARAN BAHASA INGGRIS". LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 14, n.º 2 (30 de diciembre de 2020): 341–60. http://dx.doi.org/10.35316/lisanalhal.v14i2.796.

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The Industrial Revolution 4.0 has produced many breakthroughs especially the appearance of communication platforms that gave colour to English learning in Indonesia. Therefore computers are very useful in language class, although basically computers are only tools for mediating student’s communication in English learning. This paper describes Computer Mediated Communication (CMC) in English learning.
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15

Panina, Daria y Maya Kroumova. "Cross-Cultural Communication Patterns In Computer Mediated Communication". Journal of International Education Research (JIER) 11, n.º 1 (26 de enero de 2015): 1–6. http://dx.doi.org/10.19030/jier.v11i1.9092.

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16

Murray, Denise E. "Protean Communication: The Language of Computer-Mediated Communication". TESOL Quarterly 34, n.º 3 (2000): 397. http://dx.doi.org/10.2307/3587737.

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17

Kovtunenko, Inna V. "Problems of ethical communication in computer-mediated communication". Neophilology, n.º 1 (2023): 54–64. http://dx.doi.org/10.20310/2587-6953-2023-9-1-54-64.

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The problem associated with determining when interpersonal interaction of interlocutors in the format of computer-mediated communication leads to unethical verbal behavior and why this form of behavior is realized is analyzed. Based on the theoretical concept of B.N. Miroshnikov about the relationship between the Internet and society, it was not only found out why the interlocutors choose specific means of computer-mediated communication, but also the nature of the influence of this choice on the maintenance of interpersonal relationships and the ethical problems that could potentially arise in this case are traced. During the statistical analysis of the data obtained by the method of questionnaire survey, it was found that we can talk about external factors that influence the behavioral reactions of interlocutors in the course of communicative interaction. The choice of communication strategies aimed at maintaining interpersonal relationships with the addressee may be the result of the speaker’s increased awareness of his partner, the current communication environment, and the ability to adapt to this environment accordingly. Participants in virtual communication use a variety of methods to maintain communicative contact, depending on such factors as the psychological personality of the addressee. It is concluded that this factor is of particular importance in the course of maintaining fatal contact with an unfamiliar interlocutor in the format of computer-mediated communication.
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18

Chong, Larry Dwan. "The Linguistic Perspectives on Computer Mediated Communication". Beyond Words 8, n.º 1 (mayo de 2020): 24–35. http://dx.doi.org/10.33508/bw.v8i1.2366.

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This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. On discussing online, discussants show paralinguistic actions such as smile, frown, screaming, etc., and they also reduplicate writings, capitalize all the sentences, and use emoticons; net-communication is headed toward less grammatical and more telegraphic type. The production of hyper-and hypo-forms such as reduplication, punctuation and capitalization will vary according to the sender's estimation of signal-complementary processes and his attempts to compensate for the restricted context.We discuss online and off line on the issues; why we like cyber communication and how we classify the phenomena. The more computer mediated communications we use, the moreissues we have to review beyond words and linguistic principles.
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19

Jucks, Regina y Rainer Bromme. "Perspective Taking in Computer-Mediated Instructional Communication". Journal of Media Psychology 23, n.º 4 (enero de 2011): 192–99. http://dx.doi.org/10.1027/1864-1105/a000056.

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This article examines which features of computer-mediated communication make perspective taking more demanding in online instructional settings compared with face-to-face situations. The first part presents the theoretical basis: It uses research on expertise to gain insights into the instructor’s perspective, and research from psycholinguistics and research on writing to describe the cognitive demands of communicating expert knowledge to nonexperts. The second part reports empirical results from online health counseling. This reveals that the persistence of artifacts makes the expert perspective more prominent and seems to hinder experts’ engagement in perspective taking during instruction. Two central variables that emerge in computer-mediated communication are discussed: The availability of texts and graphics as well as the nonexpert’s use of technical jargon. Both influence an expert’s choice of words and selection of content for a particular explanation. Hence, features of the learning environment, the communication platform, or the information provided by users at help desks play a crucial role in forming the expert’s perspective taking. Conclusions are drawn on how to improve perspective taking in computer-mediated instructional communication.
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20

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

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21

김형선. "Epistemic Modality in Computer-Mediated Communication". Journal of Studies in Language 27, n.º 1 (mayo de 2011): 71–97. http://dx.doi.org/10.18627/jslg.27.1.201105.71.

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22

Manganari, Emmanouela E. "Emoji Use in Computer-Mediated Communication". International Technology Management Review 10, n.º 1 (2021): 1. http://dx.doi.org/10.2991/itmr.k.210105.001.

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23

Pervukhina, Svetlana y 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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24

Olaniran, Bolanle A. y Natasha Rodriguez. "The Role of Computer-Mediated Communication". International Journal of Information and Communication Technology Education 6, n.º 4 (octubre de 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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25

González-Lloret, Marta. "Conversation Analysis of Computer-Mediated Communication". CALICO Journal 28, n.º 2 (31 de enero de 2011): 308–25. http://dx.doi.org/10.11139/cj.28.2.308-325.

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26

Androutsopoulos, Jannis. "Introduction: Sociolinguistics and computer-mediated communication". Journal of Sociolinguistics 10, n.º 4 (16 de agosto de 2006): 419–38. http://dx.doi.org/10.1111/j.1467-9841.2006.00286.x.

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27

Georgakopoulou, Alexandra. "Postscript: Computer-mediated communication in sociolinguistics". Journal of Sociolinguistics 10, n.º 4 (16 de agosto de 2006): 548–57. http://dx.doi.org/10.1111/j.1467-9841.2006.00292.x.

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28

Sovignon, Sandra J. y Waltraud Roithmeier. "Computer-mediated Communication: Texts and Strategies". CALICO Journal 21, n.º 2 (14 de enero de 2013): 265–90. http://dx.doi.org/10.1558/cj.v21i2.265-290.

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29

Paniaras, Ioannis. "Virtual identities in computer mediated communication". ACM SIGGROUP Bulletin 18, n.º 2 (agosto de 1997): 33–37. http://dx.doi.org/10.1145/265665.265676.

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30

Morgan, Stephanie J. y Gillian Symon. "Computer-Mediated Communication and Remote Management". Social Science Computer Review 20, n.º 3 (agosto de 2002): 302–11. http://dx.doi.org/10.1177/089443930202000307.

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31

Pissarra, João y Jorge C. Jesuino. "Idea generation through computer‐mediated communication". Journal of Managerial Psychology 20, n.º 3/4 (1 de abril de 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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32

Verheijen, Lieke. "Orthographic principles in computer-mediated communication". Written Language and Literacy 21, n.º 1 (2 de noviembre de 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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33

Monberg, John. "Trajectories of computer‐mediated communication research". Southern Communication Journal 70, n.º 3 (septiembre de 2005): 181–86. http://dx.doi.org/10.1080/10417940509373325.

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34

Barnes, Sue y Leonore M. Greller. "Computer‐mediated communication in the organization". Communication Education 43, n.º 2 (abril de 1994): 129–42. http://dx.doi.org/10.1080/03634529409378970.

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35

Gregor, S. D. y E. F. Cuskelly. "Computer mediated communication in distance education". Journal of Computer Assisted Learning 10, n.º 3 (septiembre de 1994): 168–81. http://dx.doi.org/10.1111/j.1365-2729.1994.tb00293.x.

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36

WALTHER, JOSEPH B. y JUDEE K. BURGOON. "Relational Communication in Computer-Mediated Interaction". Human Communication Research 19, n.º 1 (septiembre de 1992): 50–88. http://dx.doi.org/10.1111/j.1468-2958.1992.tb00295.x.

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37

Smith, William E. "Computer-Mediated Communication: An Experimental Study". Journalism Educator 48, n.º 4 (diciembre de 1993): 27–33. http://dx.doi.org/10.1177/107769589304800404.

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38

Webb, Patricia R. "Cybersociety: Computer-mediated communication and community". Computers and Composition 13, n.º 1 (enero de 1996): 109–16. http://dx.doi.org/10.1016/s8755-4615(96)90039-0.

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39

Taylor, Alan M. "Meta-Analysis and Computer-Mediated Communication". Psychological Reports 118, n.º 2 (22 de marzo de 2016): 466–70. http://dx.doi.org/10.1177/0033294116639182.

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Because of the use of human participants and differing contextual variables, research in second language acquisition often produces conflicting results, leaving practitioners confused and unsure of the effectiveness of specific treatments. This article provides insight into a recent seminal meta-analysis on the effectiveness of computer-mediated communication, providing further statistical evidence of the importance of its results. The significance of the study is examined by looking at the p values included in the references, to demonstrate how results can easily be misconstrued by practitioners and researchers. Lin’s conclusion regarding the research setting of the study reports is also evaluated. In doing so, other possible explanations of what may be influencing the results can be proposed.
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40

Barile, Ami L. y Francis T. Durso. "Computer-mediated communication in collaborative writing". Computers in Human Behavior 18, n.º 2 (marzo de 2002): 173–90. http://dx.doi.org/10.1016/s0747-5632(01)00040-1.

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41

Markey, P. M. "Bystander intervention in computer-mediated communication". Computers in Human Behavior 16, n.º 2 (marzo de 2000): 183–88. http://dx.doi.org/10.1016/s0747-5632(99)00056-4.

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42

Ziegler, Nicole. "SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION". Studies in Second Language Acquisition 38, n.º 3 (12 de octubre de 2015): 553–86. http://dx.doi.org/10.1017/s027226311500025x.

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The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.
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43

Blocher, J. Michael y Chih Hsiung Tu. "Bridging the computer mediated communication gap". International Journal of Continuing Engineering Education and Life-Long Learning 17, n.º 2/3 (2007): 138. http://dx.doi.org/10.1504/ijceell.2007.013660.

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44

Wilson, E. Vance. "Student characteristics and computer-mediated communication". Computers & Education 34, n.º 2 (febrero de 2000): 67–76. http://dx.doi.org/10.1016/s0360-1315(99)00041-x.

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45

Siegel, Jane, Vitaly Dubrovsky, Sara Kiesler y Timothy W. McGuire. "Group processes in computer-mediated communication". Organizational Behavior and Human Decision Processes 37, n.º 2 (abril de 1986): 157–87. http://dx.doi.org/10.1016/0749-5978(86)90050-6.

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46

Gay, Geri. "Editor's Introduction: Computer-Mediated Visual Communication". Journal of Computer-Mediated Communication 5, n.º 4 (23 de junio de 2006): 0. http://dx.doi.org/10.1111/j.1083-6101.2000.tb00352.x.

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47

AOKI, Kenichi, Shoji YAMAGUCHI, Renho MURAI, Ryotaro YAMAMOTO y Yusuke TAKAURA. "Self-disclosure in computer-mediated communication". Proceedings of the Annual Convention of the Japanese Psychological Association 75 (15 de septiembre de 2011): 2AM027. http://dx.doi.org/10.4992/pacjpa.75.0_2am027.

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48

Hine, Michael J., Steven A. Murphy y Vinita Ambwani. "Emotional Contagion in Computer Mediated Communication". International Journal of Knowledge, Culture, and Change Management: Annual Review 10, n.º 6 (2010): 149–64. http://dx.doi.org/10.18848/1447-9524/cgp/v10i06/49987.

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49

McNeil, Levi. "Integrating computer-mediated communication strategy instruction". Computer Assisted Language Learning 29, n.º 2 (15 de julio de 2014): 242–61. http://dx.doi.org/10.1080/09588221.2014.935439.

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50

Gruber, Helmut. "Computer-mediated communication and scholarly discourse". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 8, n.º 1 (1 de marzo de 1998): 21–45. http://dx.doi.org/10.1075/prag.8.1.02gru.

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