Abstract

In many modern study programs, teachers and students communicate via internet and other interactive communicative channels. What is the essential nature of this communication? How does interactive communication differ from ordinary face-to-face communication in the most fundamental sense? The article uses conceptual analysis as a philosophical method to explore the intrinsic nature of the concept interactive communication. The aim of this method is to develop a concept definition that matches shared linguistic beliefs about informative examples from internet based communication and information exchange that is central in electronic teaching courses. The article examines several concept definitions and argues in favor of a philosophical information processing analysis of interactive communication. The significance of this analysis has two dimensions. First, it can give teachers and others who are involved in interactive communication a better understanding of the essential differences between interactive and face-to-face communication. Second, the analysis can stimulate pedagogical and critical reflection on the nature and limits of internet based communication and electronic teaching tools.

Highlights

  • The most fundamental and basic human communication process is ordinary face-to-face communication, but new technology has widened the scope of human information exchange to a radical extent

  • The aim of this article has been to introduce the reader to the philosophical method of conceptual analysis and to use this method to develop a definition of interactive communication

  • The basic idea in this definition is that messages have to be processed in information processing systems, located between senders and audiences in communicative relations

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Summary

Introduction

The most fundamental and basic human communication process is ordinary face-to-face communication, but new technology has widened the scope of human information exchange to a radical extent. Senders often convey information to audiences through communication channels that are interactive.i. In one sense we all know what this communication involves. Typical interactive communication channels include e-mail, ordinary phone calls, radio transmitters and well-known internet teaching programs like „It‟s Learning‟ and „Fronter‟.ii pointing to such paradigm examples does. Seminar.net - International journal of media, technology and lifelong learning Vol 7 – Issue 1 – 2011 not give us a more fundamental understanding of the concept interactive communication. The definition can help us to understand, in a more philosophical sense, what we are doing when we are involved in interactive communication

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