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"This book examines online interactions from different national, cultural, linguistic, legal, and economic perspectives, exploring how the increasingly international and intercultural Internet affects the ways users present ideas, exchange information, and conduct discussions online"--Provided by publisher.
This is a uniquely friendly and easy-to-understand treatment of the complex theories and findings that surround CMC. Communication is often complicated, and computerization makes it stranger still, yet the authors have deftly demystified both the miraculous and the mundane of computer-mediated interaction.
There is acceptance of the need to understand the relationship between social factors, system design and system usage in the field of computer-mediated communication systems. This book shows how the social context is presented intentionally and unintentionally in the design of such systems.
"This book investigates the way humans communicate through the medium of information technology gadgets, focusing on the linguistic, literacy and educational aspects of computer-mediated communication"--Provided by publisher.
Digital technology plays a vital role in today's need for instant information access. The simplicity of acquiring and publishing online information presents new challenges in establishing and evaluating online credibility. Online Credibility and Digital Ethos: Evaluating Computer-Mediated Communication highlights important approaches to evaluating the credibility of digital sources and techniques used for various digital fields. This book brings together research in computer mediated communication along with the affects digital culture and online credibility.
This collection of research in on-line communication for second language learning inlcudes use of electronic mail, real-time writing and the World Wide Web. It analyses the theories underlying computer-assisted learning.
Computer-mediated communication (CMC) is one of the most exciting areas of study in the communication discipline today. Computer technology is rapidly changing the way we communicate, allowing us to simultaneously be both connected and mobile. This connected mobility changes not only our communication ability but our relational expectations as well. Participating in CMC through texting, tweeting, Snapchat, email, FaceTime, social media, or video-conferencing is unavoidable in the 21st century. Computer-Mediated Communication: Approaches and Perspectives describes five approaches and multiple perspectives on the influences of this technologically-mediated communication on interpersonal and social relationships. The five approaches examine the constraints, experience, language, opportunities, and implications of CMC. The book develops these approaches through the perspectives of media richness, naturalness, affordances, domestication, presence, social presence, propinquity, social information processing, hyperpersonal relationships, social identity model of deindividuation effects, virtual identities, virtual networks and teams, virtual communities, the Proteus effect, actor networks, and media niches. The book develops each perspective through a description, illustration, critique, and analysis of usefulness. Each chapter contains a computer-mediated communication ethics challenge, discussion questions, glossary of terms, and references for further reading. As such, Computer-Mediated Communication is an excellent textbook for courses in computer or technologically mediated communication.
Computer-Mediated Communication Systems: Status and Evaluation synthesizes current knowledge about computerized conferencing systems, electronic mail, and office information-communication systems. It should be of interest both to students and researchers studying this new form of electronic communication and to organizations that are planning the installation of electronic mail or other computer-mediated communication systems and that need to be aware of the information gleaned from the studies presented here. The book is organized into four main sections, focusing on the following issues: (1) What are the important considerations in designing software or choosing a system from the many available options and capabilities? (2) What factors determine whether such systems are likely to be accepted or rejected? (3) What are the likely impacts of such systems upon the individuals, groups, and organizations which use them? It is not the economic costs and benefits, but the social problems and ""payoffs"" in the form of enhanced performance and organizational efficiency that should be the main considerations in deciding whether or not to use a computer-mediated communication system. (4) Given the conditional nature of many of the possible impacts, no system should be implemented without formal evaluation and feedback from users to guide the implementation. The major kinds of evaluational strategies that have been successfully employed are described in this book.
Communication research is evolving and changing in a world of online journals, open-access, and new ways of obtaining data and conducting experiments via the Internet. Although there are generic encyclopedias describing basic social science research methodologies in general, until now there has been no comprehensive A-to-Z reference work exploring methods specific to communication and media studies. Our entries, authored by key figures in the field, focus on special considerations when applied specifically to communication research, accompanied by engaging examples from the literature of communication, journalism, and media studies. Entries cover every step of the research process, from the creative development of research topics and questions to literature reviews, selection of best methods (whether quantitative, qualitative, or mixed) for analyzing research results and publishing research findings, whether in traditional media or via new media outlets. In addition to expected entries covering the basics of theories and methods traditionally used in communication research, other entries discuss important trends influencing the future of that research, including contemporary practical issues students will face in communication professions, the influences of globalization on research, use of new recording technologies in fieldwork, and the challenges and opportunities related to studying online multi-media environments. Email, texting, cellphone video, and blogging are shown not only as topics of research but also as means of collecting and analyzing data. Still other entries delve into considerations of accountability, copyright, confidentiality, data ownership and security, privacy, and other aspects of conducting an ethical research program. Features: 652 signed entries are contained in an authoritative work spanning four volumes available in choice of electronic or print formats. Although organized A-to-Z, front matter includes a Reader’s Guide grouping entries thematically to help students interested in a specific aspect of communication research to more easily locate directly related entries. Back matter includes a Chronology of the development of the field of communication research; a Resource Guide to classic books, journals, and associations; a Glossary introducing the terminology of the field; and a detailed Index. Entries conclude with References/Further Readings and Cross-References to related entries to guide students further in their research journeys. The Index, Reader’s Guide themes, and Cross-References combine to provide robust search-and-browse in the e-version.
Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.