Social networking sites are the contemporary agora: where individuals share their lives, understand the world, exchange cultural artefacts and tend to relationships. Yet, these sites are paradoxically lauded for their ability to connect lives and disparaged for the effect they have on the quality of language and relationships. Covered extensively across disciplines, including inquiries into identity and gender politics, social networking sites remain under investigated in linguistics. Here, the interplay of identity, gender, and language in a group of adolescent girls on Facebook is explored in the sociolinguistic tradition. This research demonstrates how a discourse analytic framework can determine some aspect of identity from an individual’s online interactions, including gender as constrained by historical and cultural discourses. A collaborative methodology navigates the difficulties of collecting data online, the complexities of gender and identity, as well as provides a commentary on the need for reform in ethical protocol for online research. / Graduate

iii ABSTRACT TRUST AND SELF-DISCLOSURE IN THE CONTEXT OF COMPUTER MEDIATED COMMUNICATION Erdost, T&uuml / rk&uuml / ler M. S., Department of Psychology Supervisor: Assoc. Prof. Dr. Bengi &Ouml / ner &ndash / &Ouml / zkan April 2004, 120 pages This study was aimed to shed light on the effects of computer mediated communication on self-disclosure and trust which appear to be the two important concepts within interpersonal relations. To what extent the computer mediated communication differs from or similar to face-to-face communication in terms of trust and self-disclosure which play a key role in the establishment, development and maintenance of relationships was explored. Results were obtained from 100 people who participated in synchronous communication via Internet. Computer administered multi scaled questionnaire was used for data collection. Results of 2 (communication medium: face-to-face vs. computer mediated communication) X 2 (intimacy of relationship: trust vs. self-disclosure) repeated measures of ANOVA revealed a significant main effect for communication medium and intimacy of relationship indicating that subjects reported more intimate relationships for face-to-face communication and the reported levels of self-disclosure were found to be higher than the reported levels of trust. Also an interaction was found for communication medium and intimacy of relationship. Although in terms of face-to-face communication no significant differences were found between trust and selfdisclosure scores, trust scores were found to be significantly lower when people communicate via Internet. In addition, findings revealed that both measures of trust and self-disclosure were significantly lower in computer mediated communication condition than in face-to-face communication. Findings which did not completely but partially supported the hypothesis of the study were discussed within the context of literature and in terms of their theoretical as well as practical implications. Limitations and possible confounds were also mentioned for their potential influence on the results. Keywords: Internet, Computer Mediated Communication, Self-Disclosure, Trust.

This study investigated the students&rsquo / perceptions about the web-based learning environment in the blended learning environment in terms of web-based instruction, online collaborative learning and the online instructor. The study tried to show the contributions of the web-based instruction in traditional face-to-face instruction. In this case study, Programming Languages II Course (CEIT211), a undergraduate course at Computer Education and Instructional Technology Department (CEIT), at Middle East Technical University, at the 2002-2003 Spring semester, was delivered as blended learning with a new web site. Totally 65 subjects, 2nd year CEIT students, attended the course in the term and participated to the study. The course was delivered via traditional face-to-face instruction and supported with the web site. At the end of the semester, three questionnaires were administrated in order to understand the students&rsquo / perceptions about web-based learning environment in terms of web-based instruction, online collaborative learning and online instructor. The time spent on the web site and the numbers of messages posted to forum were other data sources in this study. The data were statistically analyzed. The quantitative data showed that the students&rsquo / perceptions about web-based instruction and online instructor were positive, but online collaborative learning perceptions are about neutral. Beside the research questions, some design considerations in the blended learning case were presented. The study results may be used in evaluation of the blended learning environment for the instructor and for the department, may show a direction in the future design of the course.

In this study, the participants&rsquo / perceptions about Information Technologies Certificate Program which was based on synchronous and asynchronous communication methods over the Internet offered by cooperation of Middle East Technical University, Computer Engineering Department and Continuing Education Center were examined. This online certificate program started in May 1998. The program includes eight fundamental courses of Computer Engineering Department and comprised of four semesters lasting nine months. The courses in the program are given by instructors of Computer Engineering Department. In the study, participants&rsquo / perceptions about Information Technologies Certificate Program in regard to four major items which were preferences, course effectiveness, learner support and computer mediated communication were examined and the study included the 3rd, 4th and 5th programs&rsquo / participants who attended the certificate programs. The data were collected by using online survey at the end of the each term of programs and analyzed by using descriptive statistical analyzing methods. The results showed that there was a parallelism between participants&rsquo / perceptions and aims of Information Technologies Certificate Program. It was revealed that the courses in the program were effective in general and majority of the participants found learner support satisfied. The results showed that the participants were satisfied with computer mediated communication provided in program, however, the chat sessions were not beneficial enough. In addition to these, participants made important suggestions to improve the program.

This study examines elementary school students&rsquo / project-based learning (PBL) experiences through Computer-Mediated Communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students&rsquo / attitudes toward computer and computer class within an online supported environment, analyze the level of learners&rsquo / satisfaction about the project-based collaborative learning through CMC, and examine students&rsquo / perceptions of their social presence and how effective social presence is as a predictor of overall students&rsquo / satisfaction. The sample of this study is included 36 5th grade students of two private schools in Ankara and Nisde, and convenience and purposeful sampling methods were used. At the beginning of the study, subjects were given the Computer Attitude Scale to measure their attitudes toward computers. At the end of the study, participants were given the CAS again to measure their attitudes toward computers, satisfaction scale and social presence scale. The results indicated that the students&rsquo / attitudes toward computer did not change from the beginning to the end of the study. However, evidence suggests a positive response by students to the use of CMC in the project-based collaborative learning environment. Majority of the students were satisfied with the learning experience they had in the project-based collaborative learning environment through CMC. Moreover, although results on perceived social presence were low, students tried to develop an online community throughout the project. This study also showed that social presence was a strong predictor of satisfaction in a PBCL environment.

Building and maintaining trust is a necessary condition for group cohesion. In order to successful collaborative group process in online learning environment, development of trust must be understood in online teams. Difference communication behaviors in the online teams with different trust levels were investigated in this research. Participants were 61 students in an undergraduate level who enrolled in the online course. In this research, online teams&amp / #8217 / collaborative communication behaviors were analyzed using both qualitative and quantitative methods to understand the factors that facilitate and deepen trust. Data were obtained from questionnaires and online class discussion archives. One of the findings of the study was that trust is built and maintained in online teams. Another finding was that online trust can be fragile and certain communication behaviors should be presented by members to deepen and maintain the trust level. The results of the study showed that there must be social interaction, enthusiasm, task oriented interaction, equal and predictable communication, and feedback among the member of online teams to built and maintain trust.

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Australian Government policy has sought to decrease university reliance on federal support through the re-allocation of funding. Access to this pool of funding is based on teaching and learning performance and the subsequent comparison with similar education institutions. The concept of community has been promoted as a strategy for responding to these government demands whilst facilitating the student learning experience. Despite an intensive investment in strategic initiatives to enhance sense of community among the student cohort, there is a lack of scaleable evaluative measures to assess the overall effectiveness and accomplishment of intended outcomes. Contemporary methods for the assessment of community primarily rely on the establishment of pre-defined characteristics and the subsequent content analyses of communication artefacts to identify presence or absence. These studies are often small in sample size and limited in scalability and therefore the generalisation of research findings is impeded. This study aimed to examine the relationship between student sense of community (SOC) and communication interactions. To achieve this aim the study first developed a scaleable quantitative methodology that can be used to benchmark current pedagogical performance and guide future implemented practices relating to the establishment of a student community. The study juxtaposes an established scale of SOC with student online communication behaviours to identify potential relationships. In developing this methodology the study confirmed that the Classroom Community Scale (CCS) was a valid and robust instrument. The study incorporated a mixed methods paradigm to investigate the research questions. Quantitative data were derived from an online survey (N= 464), student online communication interactions and social network analyses. These data were further explored using more qualitative approaches such as content analyses of the discussion forum transcripts (n = 899) and student interviews (N = 4). The findings demonstrate that students and teaching units with greater frequencies of communication interactions possess stronger levels of SOC as determined by the CCS (R2 = .24, F = 14.98, p < .001; R2 = .83, F = 16.53, p < .01, respectively). A significant correlation was observed between discussion forum interaction types (learner-learner; learner-content; system) and SOC. Although learner-to-learner interactions demonstrated a positive correlation (r = .48, p < .05), system posts (isolated contributions) illustrated a negative correlation (r = - .50, p < .05). Quantity of discussion forum postings alone was not observed to be a significant indicator of SOC. Social network analyses demonstrated that the centrality measures closeness and degrees are positive predictors of an individual's reported SOC (t = 3.02 and t = 3.24, p < .001 respectively). In contrast, the centrality measure betweenness revealed a negative correlation (t = -3.86, p < .001). Discussion forum content analyses illustrated the fluid transition of discourse between social and learning oriented communities. Student interviews suggested that pre-existing external networks influence the type of support and information exchanges required and therefore, the degree of SOC experienced. The study also recognised that a key challenge in the implementation of data mining practices to monitor lead indicators of community lies in the notion of surveillance. This study examined the impact of technologically mediated modes of surveillance on student online behaviour. The findings demonstrate that students' unaware of the surveillance technologies operating within the institution modify their online behaviour more than their cognisant peers. The results of this study have implications for educational theory, practice, monitoring and evaluation. This research supports the development of a new model of community that illustrates the inter-relationships between student SOC and the education environment. Furthermore, the developed methodology demonstrates the capacity for cost effective data mining techniques to guide and evaluate implemented teaching and learning practices. Consequently, alignment with other theoretical constructs such as student satisfaction and engagement provides the institution with a lead indicator of teaching and learning performance. As the findings from this study illustrate the relationship between communication interactions and SOC, educators have the capacity to monitor communication trends and alter the teaching and learning practices to promote community among the student cohort in a just-in-time environment.

Abstract This project is concerned with visual representation of human gross anatomy*. The subject is complex because it derives from an intersection of artistic and scientific disciplines and is an active field of research. The overall aim of the project is to open up new ways of interpretation when engaging with complex visual representations of anatomy. The project involves a consideration of the methods and models in which the communication of visually complex information is achieved by using a combination of artistic and scientific representation. It explores methods and techniques used in the creation of visualisations that are intended to convey scientific knowledge. Literature and visual reviews were undertaken and these examined research material which informed the project's exploration. These reviews included texts that studied the historical development of anatomic representation and also contemporary visual material. Elements of cognition and perception and their relationship to visual communication were reviewed and considered in relation to the project's practical work. Wider socio-cultural contexts that affect pictorial style in anatomic representation were also reviewed and some relevant contexts are discussed within the exegesis. Practical exploration included developing models of anatomy that combined elements from artistic and scientific approaches. For example, in some explorative work, the fine detail of traditional anatomic representation formed one section of a model and this was allied with another section that used a more scientific approach to isolate key structures by illumination. The exegesis concludes with a summary of the project, conclusions arising from the research and an indication of potential areas for further study. * For conciseness, all further references within the exegesis to anatomy and anatomic representation refer to human gross anatomy unless otherwise stated.

The purpose of this research study is to expand upon the body of knowledge and research regarding the conditions and processes for effective decision-making in virtual team environments. Specifically, this study sought to demonstrate that teams instructed in consensus produce higher quality decisions and attain the assembly effect (synergy) on complex decision tasks. In addition, teams in virtual communication environments will produce higher quality decisions and attain the assembly effect (synergistic decisions) less often than face-to-face teams on complex decision tasks. Mostly undergraduate students from business courses (N = 358) completed the NASA Survival Exercise complex decision task first individually, then as teams. Subjects were randomly assigned to teams; teams were randomly assigned to one of two decision mode conditions: i) instructed in the consensus decision technique; and ii) not-instructed in the consensus decision technique. Subjects were then randomly assigned to one of three communication mode environments: i) face-to-face; ii) instant messaging; and iii) videoconferencing. A 2 X 3 between-subjects factorial design was used to examine the research questions. The hypotheses compared several mean decision performance measures for three and four-person teams (n = 105) differing in decision mode (consensus instructed vs. not-instructed) and differing in communication mode (face-to-face) or one of two virtual communication environments (instant messaging or videoconferencing). Hypotheses for the decision mode main effect, the communication mode main effect and the interaction effect were not statistically significant. However, the decision performance measure means for communication mode and the interaction between communication mode and the decision mode were in the predicted direction. Future research is needed to clarify the influence of consensus instruction and technology-mediated communication environments on virtual teams.