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This study examined the effects of communication mode, both face-to-face (FTF) and computer-mediated communication (CMC), and polling on cooperation in a commons dilemma. Sixty-seven six-person groups used FISH, a computer program that uses a fishing metaphor to simulate a commons dilemma. Next, groups had a 10-minute discussion period, either FTF or via CMC, in which they devised a strategy for the second FISH session. Groups were randomly assigned to one of four conditions: FTF, no-poll CMC, end-poll CMC, and two-poll CMC. The polls allowed members to determine others' intended behavior, thus enhancing perceived consensus. Finally, groups used the FISH program again. Results indicted that experimental condition influenced consensus, with end-poll CMC groups reaching consensus most often, followed by FTF, two-poll CMC, and no-poll CMC groups. However, groups did not differ across experimental condition on resource pool sustainability or group profit. FTF groups were more satisfied with group performance than no-poll CMC groups and two-poll CMC and FTF groups had similar levels of satisfaction. The strategy the group decided to implement in the second FISH session had a significant effect on group profit but not resource pool sustainability. Thus, the harvest strategy implemented by the group may have been a stronger predictor of performance than experimental condition.

Current trends in information technology developments mean that computer-mediated communication (CMC) systems can be expected to become progressively more versatile, widespread and significant both for work and for education. All students and staff of the Department of Communication and Information Studies at Queen Margaret University College, Edinburgh, have used CMC systematically for more than five years. This has made it possible to carry out detailed studies over time of the impact of CMC on academic users, and of the value they derive from it, with a particular focus on gender differences. Results are presented of a survey of student use, including levels and patterns of messaging as well as perceptions of, and attitudes towards CMC activities. Some results are compared with related surveys of UK distance learning students using CMC, and of computing use by students at a US local campus. Despite rapid changes in technological capabilities, there appears to be some stability of reactions to CMC. Students most highly valued course-oriented and administrative uses of CMC. When compared with face-to-face tutorials, CMC was rated negatively, though least so as a medium for intellectual exchange. However, students were positive about their present and future use of CMC, and became more positive over time. Some evidence was found to support concerns that females may be disadvantaged in the use of CMC. There was also, however, evidence of the related gender differences diminishing, disappearing, or reversing with experience and over time. It is suggested that CMC may best be regarded as a complementary rather than substitutionary medium in higher education

Thesis (Ph. D.)(Information Science)--University of Pretoria, 2005. / Includes summary. Includes bibliographical references. Available on the Internet via the World Wide Web.

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience. The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

The present study is conducted within the borders of multilingual Computer-Mediated Communication (CMC) . It aims at investigating the orthographic representation of Najdi Arabic in Internet Relay Chat (IRC). Along with this basic purpose, the study examines the communicative functions of multilingual practices in representing Najdi Arabic online. These practices include code-switching between languages (English-Arabic) and script-switching between scripts (Arabic-Roman). In addition, it is within the intentions of this study to analyze the specific characterstics of Najdi Arabic online which make it a hybrid between written and spoken languages. The investigation starts with the hypothesis that Najdi Arabic online is a language form that shows interrelations of languages, scripts and features of CMC. In order to realize these intentions, an online questionnaire was administerated among internet users and a large corpus of IRC data was collected. Within Herring’s (2004) computer-mediated discourse analysis approach, qualitative and quantitative approaches to data analysis were conducted. Responses to the online questionnaire were coded and analyzed in order to establish social profiles of who use Najdi Arabic online. IRC data was subjected to textual and interactional analysis to investigate the orthographic and linguistic features of this language form as well as the mechanism underlying code-switching and script-switching. The analysis of data yielded a number of important findings. First, youth language creatively uses non-standard spellings in constructing anti-standard orthography that constitutes a cyberspace code of communication. Regarding the orthographic representation of Najdi Arabic, the analysis reveals interrelations among languages (Arabic/English) and ASCII-characters. The process of Romanizing Najdi Arabic involves a combination of both transliteration of the Arabic orthography and transcription of spoken Najdi Arabic. Second, this writing system functions as a code of communication that carries social and cultural meanings and it is argued that switching between scripts is not entirely arbitrary. Applying the methodological tools of Auer’s (1995) Conversational Analysis to script-switching online, it is found that alternating between scripts online achieves different communicative functions that define and enhance the IRC discourse. Third, code-switching has been found to serve communicative functions similar to those of face-to face conversation and stimulated by the synchronicity of online discourse. Finally, investigating the specific features of Najdi Arabic online reveals another level of language alternation between common English CMC features identified in the literature and innovative CMC features based on the Arabic orthography.

The goal of this research was to investigate communication media and feedback learning cues for tutoring. A macroergonomic perspective was used to identify three sociotechnical variables associated with tutoring assistance: problem analyzability, communication media, and learning feedback cues. A four-phase problem solving approach was used in all trials. The communication media consisted of collocated communication, email, a chatroom, and video teleconferencing. The learning feedback cue was a non-verbal mechanism for subjects to provide the tutor with immediate information about their understanding throughout the problem. Subjects participated in a total of eight trials over a four-week time period. The analysis accuracy, process time, and user satisfaction indicated that the four-phase problem solving approach was not important in the interpretation of the results. In each problem-solving phase and for the overall tutoring process, technical performance (e.g., accuracy and speed of problem solving) and user satisfaction were measured to determine the most effective communication technology (or technologies) for tutoring students. The results of this study indicated that the accuracy was similar for all experimental conditions. However, the speed of problem solving was generally faster for audio-visual communication than text-based communication. In all phases, subjects were significantly more satisfied in conditions without feedback cues. And in general, satisfaction was higher in collocated communication and the chatroom compared to email; satisfaction was generally higher in collocated communication compared to video teleconferencing. There was no evidence that computer-mediated communication improved the tutoring process. However, important design implications existed for tutoring systems with limited resources. Through computer-mediated communication, a single tutor could assist many students at one time. The chatroom appeared to be a condition that would be an effective communication medium for spatially dispersed tutoring. Although the tutoring process required significantly more time to complete using the chatroom compared to collocated communication, accuracy and satisfaction measures were similar between collocated communication and the chatroom. / Master of Science

The present study provides a comparison of face-to-face and mediated hurtful communication in close relationships. Drawing on previous studies on hurtful communication and computer-mediated communication (CMC), an escalating hypothesis was posited that mediated hurtful messages would be perceived as more controllable, intentional, and hurtful than face-to-face (FtF) hurtful messages. Study 1 tested these predictions. Survey responses from college students who were randomly assigned to report either mediated or face-to-face hurtful interaction with a friend or romantic partner confirmed higher perceived controllability (i.e., being more deliberate on crafting hurtful messages) in the CMC than the FtF condition. Although intent and hurt were not different between the two contexts in the full sample, higher intent was found in CMC than FtF in romantic relationships. Thus, Study 2 was conducted, focusing on a comparison of FtF and text messaging in romantic relationships. Also, perceived face threat and relationship aspects—distancing effect of hurtful interactions and the effect of relationship satisfaction—were assessed. Face threat was posited to be lower in CMC than FtF context since Study 1 suggested that self-focused appraisals (e.g., humiliation) were lower for mediated hurtful messages. This difference in face threat was considered to result in similar levels of intent and hurt between the two contexts, although perceived controllability is higher in CMC. Results of Study 2 confirmed higher deliberation in CMC but failed to confirm higher intent or hurt in CMC. Further, face threat was not different between the two contexts, and controlling for face threat did not reveal the escalating effect (i.e., higher intent or hurt in CMC). Regarding relationship aspects, higher satisfaction and lower intent were associated with less distancing effect, and relationship satisfaction was negatively related to deliberation, intent, hurt, and distancing. These tendencies were not different between CMC and FtF contexts. These results suggest that mediated hurtful communication is a complex phenomenon in which various factors should be considered. The implications of these results were discussed, and suggestions for future studies were also offered. / text

In third world countries like Pakistan, companies are growing their trading business with remarkable pace. Increase in business volume has raised the challenges to keep growth sustainable. Communication is one of the biggest challenges for most of small size trading and marketing companies in the region. Face-to-face communication is only type of communication available in companies for inter departmental and intra departmental communication. Although face-to-face is one of the best type of communication but it is not possible to have face-to-face communication all the time with all employees especially when volume of company is growing with remarkable pace. In result company faces challenges like information delay, information lost or communication handicap. These challenges affect efficiency and effectiveness of company. We performed qualitative survey with directors and employees of Abuzar Marketing and Trading Company to develop deep understanding with communication problem to eliminate it. Analyzing empirical data and literature, it is found that Computer Mediated Communication (CMC) provides synchronous and asynchronous types of communication, which could help the company to overcome communication challenges with several other potential benefits e.g. knowledge sharing, employees training, democracy in batter manners.  Since every company in region is facing similar problem, general recommendation and precautions are made to introduce computer mediated communication (CMC).

Social media has quickly become an integral part of day-to-day interaction for many university students. By infusing usage of the popular social networking site Instagram into the curriculum of three French 1002 classes, this exploratory study aimed to investigate the role of image as a tool to support learning writing in the L2 in a lower division French class. Data showed that student perception on the effect of images on their comprehension of their classmate’s writing as well as their classmate’s understanding of their own writing were positive.