Topics within small-group communication have been explored in many contexts, such as work group, organizational meeting, or online network. This area of discipline is considered crucial because this type of communication assimilates interpersonal relations within a social setting. Two elements that largely affect small-group communication dynamics are anonymity and social identity. This research invokes previous research in anonymity and social identity within small-group communication pertaining to the level of agreement and the level of group attraction through a series of experiments. Anonymity in small-group communication context is defined as a condition where the group members are not identifiable. To create anonymity among group members, this study utilized the benefit of a chat room in computer-mediated communication (CMC), which allows group members to participate in group discussion anonymously without the fear of being judged. It is argued that groups communicating synchronously via CMC would have a higher agreement than those communicating face-to-face (FtF) because the anonymity in CMC eliminates all of visual cues and therefore, unites all group members. It is also argued that members in groups in FtF are more likely to be interpersonally attracted than those in CMC. Thus, members communicating via FtF would have larger cumulative group attraction than those in CMC. Meanwhile, social identity in small-group communication context is defined as the tendency of a group member to associate with fellow members who share similarities with him or her and hold prejudice against members who are different than him or her. The element of social identity that was being activated in this study was the gender identity. This was done through using a gender-related case, an opinion scale, and distributing participants into groups of different gender compositions. It is argued that single-gender groups would have higher level of agreement and group attraction than mixed-gender groups. The experiment assigned participants into six different groups. The groups communicated via FtF or via CMC. In each setting, there were male-only groups, female-only groups, and mixed-gender groups. The only statistically significant result from the experiments suggested that in CMC, female-only groups had a higher level of agreement than mixed-gender groups. However, there were also differences of mean agreement between female-only groups in FtF and female only groups in CMC. Those communicating via CMC had higher agreement. In terms of level of group attraction, there was not any significant result in any condition. This finding suggests that in CMC, groups that are exclusively females are more conducive than other gender compositions in reaching agreement. Meanwhile, the lack of significance in group attraction between FtF and CMC suggests that people have become more familiar with anonymous CMC settings allowing them to substitute the available textual cues for visual cues.

This essay deals with the subject of communication through Facebook. In this survey we studied 100 youths from Karlstad and their communication habits and behavior patterns on Facebook. The social network site Facebook has since its start in 2004 made a mark in modern communication. Today in 2010 the site has more than 500 million users. This paper wants to study what happens to other types of communication. Has the increased use of computer-mediated communication led us away from face to face or has it encouraged us to use face- to face communication more often? Our target group for this study is people attending their final year in high school. In this study we have been using both qualitative- and quantitative methods to collect our data. The result of the study suggests that a big part in our target group is happy to use Facebook or other computer-mediated sites as ways of their communication. Partly because they think it is a convenient way to communicate but also because they find it easier to get in touch with people, both close friends and people they have never met, by using computer-mediated communication instead of face-to-face communication. Virtually all in our target group suggests that Facebook has helped them in their communication and that they are more social now than before. This paper also has sought to illuminate if shy people can be helped to establish social ties through computer-mediated communication.Keywords: Facebook, communication, face-to-face, computer-mediated communication and shyness

This dissertation investigated Taiwanese English as Foreign Language (EFL) learners' incidental noticing and their subsequent language learning in relation to learner proficiency level and dyadic type in a text-based computer-mediated communication (CMC) environment. Sixty participants were included to form 30 dyads. At random, eight low-intermediate and eight advanced nonnative English speakers (NNESs) were paired with 16 native English speakers (NESs) to form 16 NES-NNES dyads; another 14 advanced NNESs and 14 low-intermediate NNESs were paired to form 14 mixedproficiency NNES-NNES dyads. The results revealed that the synchronous computer-mediated communication (SCMC) medium could, in general, enhance the occurrence of learners' incidental noticing and their subsequent second language (L2) learning regardless of learners' proficiency levels and dyadic types. No significant differences were found in the amount of the language-related episodes (LREs) produced by the NES-NNES dyads when compared to the NNES-NNES dyads. With regard to the number of LREs generated by the learners of different proficiency levels, the results showed that: (1) in the NESNNES dyads, no significant difference was found between the low-intermediate and advanced learners, and (2) in the NNES-NNES dyads, the low-intermediate learners produced a significantly greater number of LREs than their advanced interlocutors. In terms of the effect of interlocutors' proficiency levels on the number of LREs produced by the learners, the results revealed that: (1) the low-intermediate learners in the NESNNES dyads produced a significantly greater number of LREs than the low-intermediate learners in the NNES-NNES dyads, and (2) the advanced learners in the NES-NNES dyads also produced a significantly greater number of LREs than the advanced learners in the NNES-NNES dyads. With respect to the learners' performance on both posttests, the results of chi-square analyses showed that: (1) no significant differences were found both within and across the two dyadic types, and (2) no significant differences were found between learners of different proficiency levels within and across both NES-NNS and NNES-NNES dyads. Logistic regression analyses revealed that five LRE characteristics (type, source, complexity, proficiency, and successful uptake) in the NES-NNES dyads and three LRE characteristics (proficiency, timing and successful uptake) in the NNES-NNES dyads were shown to be significant predictor variables of the learners' subsequent L2 learning. Successful uptake was the most prevalent predictor variable of the learners' subsequent L2 learning across the two dyadic types. Besides, proficiency appeared to be the second prevalent variable but played a different role in these two dyadic types. Considering the language aspects focused in the LREs, negotiations on the linguistic features of grammar, vocabulary, and spelling were much more prevalent than the pragmatic aspects of language.

This study analysed the students&rsquo / perceptions about the web based instruction in a blended learning environment. Students&rsquo / perceptions, expectations and comments about their blended learning experiences, course web site and their communication experiences with the instructor were investigated. This case study was conducted within the Information Technology in Education II Course (CEIT 112). This course was delivered for the undergraduate course at the Computer Education and Instructional Technology Department (CEIT), Middle East Technical University, during the 2004-2005 Spring semester. Number of the participants was 25 and all of them were first year CEIT students. This course was delivered as a blended learning which combined face-to-face instruction with the web based instruction. The questionnaire was used to identify the students&rsquo / perceptions about the web based course at the end of the semester. Interviews were conducted at the end of the semester in order to take students&rsquo / comments, expectations and recommendations with respect to the course. Also, an interview was conducted with the instructor to identify his perceptions about the blended instruction experiences at the end of the semester. Both quantitative and qualitative data were gathered at the end of the semester. Data results showed that students had positive perceptions about the blended learning environment and to some extent neutral about the effectiveness of the course website. According to the instructor&rsquo / s point of view, the blended learning was beneficial for the students, but the efficient utilization of computer mediated communication would be better supported. This study can contribute the following research studies related with the blended learning. Also, the instructor of the course can benefit from this research result in order to improve the productivity of the course for the next terms.

This study aims to investigate the preservice teachers&rsquo / perceptions about online communication in blended learning. The study tries to understand strengths and weaknesses of online communication from the learners&rsquo / point of view. To reach this aim, four research questions are asked: (1) What are the learners&rsquo / perceptions about the online synchronous communication tool? (2) What are the learners&rsquo / perceptions about web-based support? (3) What are the learners&rsquo / perceptions about collaboration with online communication? (4) What are the learners&rsquo / perceptions about the roles of the instructor at blended learning as (a) administrator, (b) facilitator, (c) technician, and (d) evaluator? To answer the research questions, a case study in line with action research design was conducted. An undergraduate course in blended learning form was selected as a case and both synchronous and asynchronous communication tools were utilized throughout the semester. At the end of the semester, data about perceptions was collected via four questionnaires and interviews with the students. Both qualitative and quantitative results showed that the online communication facilities in the case were perceived to be adequate by the students. Yet, the students reflected diverse thoughts about preference of communication modalities in synchronous communication. Moreover, the value of asynchronous communication was pointed out. It is concluded that communication needs, communication partner and other contextual factor have impact on selection of communication modalities.

In the study, it was aimed at determining the discourse patterns of text-based CMC in Second Life in terms of social presence, negotiation of meaning and turn distribution of the students. During the data collection procedure, 54 freshman students participated in the study. Some reading and writing tasks were carried out in Second Life. During the data analysis, the taxonomy adapted by Akayoglu &amp / Altun (2008) was used for negotiation of meaning and the taxonomy prepared by Rourke, Anderson, Garrison and Archer (2001) was used for social presence. Finally, the words uttered by each student were counted and the equality of turn distribution of the students was measured using Gini Coefficient. At the end of the study, it was found that the most frequently used social presence function was &ldquo / expression of emotions&rdquo / and the least frequently used function was &ldquo / quoting from others&rsquo / messages&rdquo / . In terms of negotiation of meaning functions, the most frequently used function was &ldquo / confirmation&rdquo / and the least frequently used function was &ldquo / reply vocabulary&rdquo / . As for the third research question, the numbers of the words uttered by the students were counted and Gini Coefficient was calculated. At the end of this analysis, it was seen that there was equality in all sessions in terms of turn distribution of the students as it was hypothesized in literature. The findings of this study might be helpful for students, educators and researchers who are willing to attend to and design language courses in Second Life. They might better understand the context.

<p>I rapporten undersöks problemställningen ”<strong>Hur kan teorin om Gemensam grund och specifikt ”gemensamt avslut” bidra till en ökad förståelse för betydelsen av social interaktion i flexibel undervisning via datorförmedlad kommunikation?” </strong>i en fallstudie med fokus på videokonferenssystem vilka används i lärandemiljöer. Resultaten som framkom tydliggjorde att då ett sociotekniskt glapp uppstår tvingas studenterna att skapa alternativa strategier för att kunna uppnå just det här gemensamma avslutet. Därmed uppvisar också resultaten att drivkraften att uppnå gemensamt avslut inte endast är stark vid kommunikation som sker ansikte mot ansikte utan även vid datorförmedlad kommunikation. Fallstudiens resultat kan därmed ses som ett bidrag till grundforskningen i det att betydelsen av att uppnå gemensamt avslut vid datorförmedlad kommunikation uppvisas, vilket också förstärker betydelsen av Clarks (1996) teori om gemensam grund. Vidare har resultaten från fallstudien också använts för tillämpad forskning då designkonsekvenser tagits fram vilka beskriver hur videokonferenssystem i lärandemiljöer bör utformas för att studenter lättare ska kunna uppnå gemensamt avslut via systemen. Med hjälp av dessa designkonsekvenser kan det sociotekniska glappet reduceras och därigenom skapa ett framgångsrikt lärande för studenter vilka studerar via flexibelt lärande.</p>

<p>Chatroom conversations often elicit an initial impression of chaos. This is probably chiefly due to disrupted adjacency sequences, but also a result of the language being rich in non-standard linguistic forms and grammar. This study explores chatroom conversations with reference to Grice’s (1975) cooperative principle and the maxims that accompany it, and compares them to real life conversations. The aim is to see whether they differ from real life conversations to the extent expected, and whether these differences give rise to any compensational strategies to ensure successful communication. The results reveal a slightly higher amount of maxim undermining in the chat room than in the real life conversations, but not as high as expected. Accordingly, few compensational strategies need be adopted. It is suggested that the main explanation for these findings is that chatroom users have adapted their conversation patterns to the medium.</p>

Based on a collaborative and socio-constructivist approach to online education, the Community of Inquiry (CoI) model emphasizes creating an effective learning environment where students feel a connection with other learners and the instructor and engage in well-designed collaborative learning activities. Following a naturalistic methodology, this qualitative case study investigated the use of synchronous communication for creating a community of inquiry and student satisfaction in an online ESOL (English Speakers of Other Languages) endorsement course for preservice teachers. Elluminate Live was used for class meetings while an instant messenger, Gmail Chat served the needs for impromptu interactions between a student and the teacher. The study was guided by the CoI framework. Data sources included online recordings of live meetings, student written reflections, surveys, interviews, and teacher/researcher journal. The findings indicate that synchronous communication enhances building and sustaining an online community of inquiry. Gmail Chat provided increase in teacher availability, social presence, and student satisfaction, however it did not contribute much to creating cognitive presence simply because it was not planned to be used for content delivery. Moreover, Elluminate Live contributed effectively to the community of inquiry by enabling manifestations and interactions of its 3 elements; social, teaching, and cognitive presence. Participants perceived that live class meetings promoted their learning and helped them feel the instructor and other students in a more real sense. Class meetings via Elluminate Live promoted cognitive presence by affording the students opportunities for listening to the presentations by the teacher and other students, watching a teacher demonstration through a webcam, interacting actively through Whiteboard tools, text-based chat, microphone, and emoticons, and working with their groups in their private breakout rooms. Instant and audio communication among students created a sense of social presence with trust, comfort, and belonging, and enhanced group work efficiency. The study highlights the critical role of synchronous communications to create effective online learning communities, however it also underlines that the implementation of synchronous communication tools requires robust pedagogical planning to enhance student learning.

This study explores the use of Facebook as a tool to build relationships at work among employees of global technology company Serena Software. Email interviews with 13 Serena Software employees demonstrated that the social network site is in fact building relationships among them. Participants attributed information sharing as the element that most helped them to build relationships with each other. The interviews revealed evidence of the characteristics of relationship quality: trust, commitment and satisfaction. However, participants expressed a different definition of the fourth characteristic - control mutuality - in their Facebook relationships. The results showed that participants did not define their Facebook relationships with colleagues as either communal or exchange. Research on social media is emerging because social media are relatively new compared to traditional media. This study is significant to organizational and public relations literature because it examines how social media can support internal organizational and public relations functions such as building relationships. Public relations research on employee-employee relationships is limited, so this study builds knowledge in that area. Furthermore, there appears to be no research on the use of Facebook to build employee relationships, making this study original.