Computers afford an environment in which use of communication tools can promote deep learning. This may be ascribed to the creation of a varied learning environment, and to the induction of active, collaborative and self-directed learning. A quantitative study was performed based on the results of a questionnaire developed to evaluate the students experience of web-supported learning. The association between presumed active use of communication tools, and perceptions concerning learning principles (varied and challenging learning environment, application of higher order thinking skills, and lecturer feedback and encouragement to interact frequently), was evaluated. The results indicate that in general, learners associated a varied and challenging learning environment with the lecturer’s feedback and encouragement to interact frequently (e.g. with discussions; e-mail contact etc.) and with perceived active communication via the bulletin board and e-mail facility. It appears that CMC using all communication tools, excluding the calendar, was dependent on encouragement by the lecturer to interact frequently. Perceived active use of e-mail and the chat facility was significantly associated with recognition of the need to apply higher-order thinking skills in order to do well in the course. These findings support previous reports that CMC promotes deep learning. It is recommended that · The e-mail facility is used for deeper problem analysis and where alternate solutions and strategies are to be generated. · The bulletin board is used for application, analysis, evaluation, and synthesis. · The chat facility is used to build attitudes, beliefs, confidence and motivation. · The challenge of an environment should be created in which communities of learners are formed. Opportunity should be provided for socialising as well, as this promotes interdependence and collaboration. · Feedback to individuals and groups and encouragement is provided timely and continually via e-mail and the bulletin board. / Dissertation (MEd (CIE))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

This article provides a case study account of the language functions of tipo, which is a pragmatic feature of Argentine Spanish vernacular, as used by 10 young adult native speakers of the language (ages 18-25), in the context of oral face-to-face and synchronous technology-mediated written interactions with young adult Spanish L2 learners. An examination of naturally occurring and self-reported language awareness data suggests that tipo has acquired a wide array of pragmatic functions it is a marker of hesitation, exemplification, reformulation, vagueness, and quoted speech. In its non-pragmatic marking uses, it can refer to an unspecified man, preface a hyponym, and be used to make a comparison. Participants' usage patterns, in conjunction with their understanding of sociopragmatic variability in the use of tipo, are discussed as a direction for research in colloquial features of youth vernacular.

This study examined how social anxiety, gender, and mode of presentation influenced miscommunication and perception of negativity in children’s interpretation of computer-mediated messages. The initial phase of the research involved developing and validating the stimuli for emotion recognition via presentation of various emotionally toned messages. Following preparation of the stimuli, the 98 participants (aged 8-12 years) in the main study were randomly assigned to one of three conditions: audio-visual, audio-only, and text message. The same emotionally toned messages were presented in each of these three conditions. Participants were instructed to select from a list of six emotions (happy, sad, disgusted, angry, surprised, scared) which emotion each message conveyed. Participants then rated how positively or negatively they perceived each sentence, using a 5-point Likert scale that ranged from very negative to very positive. Following the emotion recognition and Likert rating task, participants completed questionnaires that gathered information about social anxiety and attribution bias. Findings revealed that additional nonverbal and paralinguistic, as in the audio-visual or audio-only condition, allowed participants to more accurately identify the emotion being conveyed in the message, compared to the text message condition. This advantage was found for all emotions with the exception of happiness. For happy messages, participants were able to identify the intended emotion at above-chance levels regardless of mode of presentation. When making interpretations about angry messages, a significant three-way interaction was observed between sex, condition and social anxiety. Likert rating analyses revealed that condition, sex, and social anxiety played important roles in the interpretation of both ambiguous and unambiguous emotions, such as surprise and happiness.

This thesis presents a series of cross-cultural experiments, which investigate the role of self-awareness on self-disclosure in computer-mediated communication (CMC). The thesis is split into two parts, detailing the results of four separate experiments. In Part 1, the two experiments focus specifically on British participants who are considered to be from an individualistic culture. Experiment 1 investigates how private and public self-awareness affects their breadth, depth and accuracy of self-disclosure in CMC. Experiment 2 then attempts to simplify Experiment 1 to try and focus more specifically on personal motivations of self-disclosure. The results of the first two experiments clearly illustrate the importance of both private and public self-awareness in intimate self-disclosure in CMC. More specifically, they indicate that increasing private self-awareness increases depth of self-disclosure, whilst increasing public self-awareness reduces the accuracy of the self-disclosure. In Part 2 of the thesis Experiments 1 and 2 are replicated on Singaporean participants, who are considered to be from a collectivist culture. Members of collectivist cultures are consistently reported to self-disclose less than members of individualistic cultures. It is however found in Experiment 3 that in a typical 'real-time' interaction the Singaporeans report themselves to self-disclose to a greater depth than the British participants. Cultural differences are also found in the participants' reactions to certain manipulations of self-awareness. More specifically, a manipulation that increases public self-awareness greatly reduces the British participants' self-disclosure. Whilst the Singaporeans are more affected by a manipulation that increases their private self-awareness, which greatly increases their depth of self-disclosure. It is concluded that there are cultural differences in the way that people react to manipulations of self-awareness in CMC and this raises philosophical discussion about how culture drives self-disclosure which, in turn, drives the pursuit of self-knowledge, and ultimately the construction of the cultural self. Finally it is concluded that CMC may allow an exploration of the self outside of cultural norms, and that this could potentially change the boundaries of the private and public self in the future.

Researchers have studied adolescent bullying behavior since the 1970s, however, today's technological advances have opened the door to a new form of abuse. Teens can no longer escape the wrath of their bullies once they have left the school grounds, because bullies are following them home. Cyberbullying is a new phenomenon in which bullies use computer-mediated communication (CMC) to torment their victims. This research project focused on uncovering some of the mysteries surrounding this new means of bullying. A grounded theory analysis of stories written by victims revealed cyberbullies often use synchronous chat tools, e-mail, web sites, and cell phone text messages to reach their victims. Data analysis also revealed victims use of contextualization, descriptions of their bullying episodes, and discussions of their responses and outcomes to characterize their experiences. Interestingly, the researcher found victims of cyberbullying generally were also victims off face-to-face bullying as well.

In a series of five studies, I used the Internet and computed-mediated technologies as tools to revisit the longstanding issue within the fields of personality and experimental social psychology: "person by context" interaction on social communicative behaviour. The effects of the personality trait of shyness were examined in visually anonymous and non-anonymous conditions to see if the interaction of the person and context influenced social communication. Participants were paired in dyads and instructed to converse using a text-based online Instant Messenger program. Dyads were randomly assigned to converse with webcams or without webcams. For some types of behaviour (e.g., self-disclosure), shyness and level of visual anonymity interacted (Studies 1 and 2). Shy individuals disclosed more personal information in a visually anonymous context than a visually non-anonymous context. For non-shy individuals, self-disclosure was not influenced by the context. For other types of behaviour (e.g., affective language), the effect of shyness was consistent across context. To determine the specificity of the shyness-anonymity interaction, other person-anonymity interactions were examined (e.g., self-esteem, loneliness, sex of the participants) (Studies 3 and 4). Finally, the influence of the shyness-anonymity interaction on social communicative behaviour was examined in a cooperative performance-related task (Study 5). These series of studies suggest that anonymity is a particularly salient contextual cue for shy individuals. Furthermore, the moderating effects of anonymity on shyness do not generalize to other characteristic of the person. Instead, anonymity moderates the other characteristics (e.g., self-esteem) uniquely. The present findings have theoretical implications to the study of person by context interactions by identifying how such interactions influence specific aspects of social communication. These findings also have practical or clinical implications. For example, the treatment of social difficulties related to high shyness, low self-esteem, or high loneliness, may involve specific treatment plans building off of modifications in anonymity. Shy individuals benefit from using the Internet as a social medium in which they can control the level of anonymity as is demonstrated by their bolder behaviour during visually-anonymous conversations. The present findings also suggest that the Internet and computer-mediated technologies can be used in novel ways to study longstanding questions in personality and experimental social psychology. / Thesis / Doctor of Philosophy (PhD)

The lack of physical communication cues, such as facial expressions, in text-only communication has prompted the creation of emoticons to represent feelings. Moreover, the emoticon has become a new “cultural” language adopted by a community of users who find emoticons useful for expressing an emotional state during their online communication. Using emoticons in computer-mediated communication (CMC), which includes any means of communication on the Internet, especially instant messaging (IM) programs, helps users convey and enhance the underlying emotional aspects of their communication facilitating user communication by providing non-verbal cues and clues to clarify a message. Although many researchers have studied the differences in the use of emoticons between males and females and different age groups and some even report cross-cultural differences and similarities between CMC and face-to-face (FTF) communication such research is not sufficient to understand the effective use of emoticons. The current research explores three categories of emoticons - textual, pictorial, and animated emoticons – to ask the broad question: Do North Americans and South Koreans use emoticons differently? The research examines the cross-cultural differences involved in using emoticons, focusing on the visual aspect of online communication that provides emotional cues to understand the differences in their use. Textual emoticons and pictorial emoticons of MSN messenger are used in this study's questionnaires. The results indicate the cross-cultural differences of emoticon use and recognition between North Americans and South Koreans.

No description available.

The purpose of the current study was to examine the effectiveness of preparatory training for mentors and proteges with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their proteges should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and proteges who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and proteges each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and proteges met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) proteges in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their proteges sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protege's self-disclosure if the protege had received goal orientation training, and finally d) mentor and protege perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).

Higher education has experienced notable changes driven by accelerated advances in computer technology, the same force that has reshaped our society and many aspects of life. Many believe that promising results can be seen and that students are better served in a computer-mediated instruction/learning environment due to the computer’s seemingly infinite abilities to multiply and expand. However, not everyone shares the same optimism due to a number of complicated issues facing the introduction of computers into the academic area. Despite school managers', teachers’, and administrators’ views of computer-mediated instruction/learning, learners’ perceptions are just as important when studying the instructional use of the computer technology. This study provides insight into how participants’ demographic profiles contribute to their perceptions of computer-mediated learning, how students perceived the impact of computer-mediated learning on their achievement, and how having had to use computers impacted their attitude toward (future) learning using computer technology. The findings of the study include: (a) a Pearson Product-Moment Correlation analysis revealed a statistically significant, low positive association between students’ perceived effectiveness in the area of computer-mediated learning and their major grade point average (MGPA). It also revealed a statistically significant, moderate positive association between having to use computers for class(es) in students’ major program areas and their attitude toward learning using computer technology, (b) a T-test revealed a statistically significant difference between male and female students, for the statement: “I think effective Computer-Mediated Learning ensures that students are engaged and motivated in learning (the given subject).” Female students’ mean score was higher than that of male students and (c) an ANOVA test found statistical significant differences among groups of students based on their cumulative grade point average (CGPA) and their perceived effectiveness of computer-mediated learning. A Tukey HSD test indicated the CGPA group 3.50 – 4.00 obtained a higher mean score than the other two groups, 2.00 – 2.49 and 2.50 – 2.99.