Computer-mediated Communication Applications Research Articles

Interaksi Hiperpersonal dalam Penerapan Computer-Mediated Communication Akun Instagram @anneavantieheart

The Instagram account @anneavantieheart has been developed by a leading designer in Indonesia, Anne Avantie. The Instagram account has been verified and has 1.1 M followers on February 2023. The development of the digital era has made many public figures use various media to interact with followers who always hope to get new information from them. The social media platform Instagram is used by Anne Avantie for establishing communication with the public, especially her followers. The Instagram account @anneavantieheart become one of the channels used in Computer-Mediated Communication (CMC). The application of interaction between Instagram account owners @anneavantieheart and their followers seen from a perspective in the application of CMC is the aim of this study. The researchers uses the descriptive qualitative research method by conducting interviews with the social media maintenance officer, owner, and followers of @anneavantieheart Instagram account. Research shows that the application of CMC is carried out by the sender of the message to make the recipient feel closer to the message. The process of hyperpersonal interaction that occurs in the application of CMC to the Instagram account @anneavantieheart fulfills four elements, namely receivers in the context of Instagram social media where followers have a positive impression of the sender of the message. However, having exaggerated expectations. Sender is done by providing categories of uploaded content, namely daily life, inspiration, spirituality, and business promotion. Channels, Instagram social media are asynchronous which allows the account manager or social media maintenance officer to plan and produce regular and quality content. Feedback can be captured directly through the comments and direct message features and indirectly through Instagram analytics. Keywords: Hyperpersonal Interaction Perspectives, Computer-Mediated Communication, Instagram, Anne Avantie

On Effective Utilization of Computer-Mediated Communication Technology in Network-Based Foreign Language Teaching

The integration of computer-mediated communication and language teaching has been a common practice in the higher institutes internationally. The effective application of computer-mediated communication (CMC) in network-based foreign language teaching depends on the optimal balance between the use of teaching methods, teaching sources, and teaching means in a specific learning environment. Based on the current literature research on CMC, this paper mainly introduces the CMC in foreign language learning from its time characteristics, compares the language generation under synchronous and asynchronous CMC, and discusses and analyzes the setting of teaching tasks and the application of CMC in teaching practice, as well as the possible technical availability problems.

Application of computer-mediated communication on teacher efficacy during school-based field experience

Students in teacher training programs are familiar with the use of e-mail, blogs, and instant messaging. However, few studies have investigated the use of technology in field-related experience in teacher training program. We investigated whether asynchronous computer-mediated communication (ACMC) influences teacher efficacy during a practicum. The results indicated that such device was not as effective in enhancing teacher efficacy as many studies had hypothesized. This study revealed the importance of mentors and experienced teachers when adopting ACMC devices and suggested caution and evaluation regarding aspects such as learners’ experience and the purpose of using the device as a learning tool.

The use of partner-seeking computer-mediated communication applications by young men that have sex with men (YMSM): uncovering human-computer interaction (HCI) design opportunities in HIV prevention

HIV/AIDS incidence among young men who have sex with men (YMSM), both in the United States and globally, remains a public health priority. Using Activity Theory as a framework, and YMSM as a target population, we examine the intricate three-way relationship between safer sex (i.e., condom) negotiation, HIV status disclosure behaviors, and the use of computer-mediated communication applications as a means of seeking sexual partners, particularly casual partners (e.g., one night stands, hookups). We offer a human-computer interaction (HCI) research framework that could uncover more impactful design opportunities for HIV prevention.

Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective

The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24 4-point Likert scale items, appended with six open-ended questions, and transcripts of 15, out of 30, teacher trainees from a TEFL (Teaching English as a Foreign Language) class who volunteered to participate in informal interviews. Several inferences were drawn from the results. The majority of participants enjoyed the technology-enhanced class in general. There were approximately equal numbers of students who preferred synchronous CMC, asynchronous CMC, or a combination of both. The students reported that the course helped improve their computer skills and collaborative experience, while they remained sceptical about improvements to their English language skills. More involvement in learning was observed during and after the course. In addition, the participants expressed confidence that they would attend similar courses in future and were willing to recommend this technology-embedded course to the next generations of students.

Computer mediated communication for social and academic purposes: Profiles of use and University students’ gratifications

The present study approaches the Internet as a social space, where university students make use of computer mediated communication (CMC) applications, i.e. e-mail, instant messaging and social network sites, in order to satisfy social and academic needs. We focus on university students, because they represent one of the most avid groups of CMC users and additionally, because they are expected to carry their perceptions of media with them into the work place and their social life. In order to investigate this issue, we conducted an empirical research using, as a target group, a sample of students from a specific Greek University. Grounded in the ''uses and gratifications'' perspective, we investigated the various profiles of CMC use by students along with (a) the students' perceptions about social and academic usefulness of CMC applications, (b) the extent up to which these perceptions are correlated with students' prior experience with the use of CMC applications, and (c) how both of these factors can predict the frequency of present use of CMC for social or academic purposes respectively. The results reveal that although these three CMC applications constitute ''functional alternatives'' (media that satisfy similar needs) they are different to the degree of their ''functionality'' for the gratification of social and academic needs. Furthermore, the degree of CMC use by students is not correlated with the years of CMC experience, but with the profile of use that students dynamically adopt according to their daily needs and preferences. The results provide evidence for the current CMC use by university students and can be useful for the implementation of further academic policies regarding CMC use in Higher Education settings.

The impact of electronic media on faculty evaluation

With the proliferation of computer networks and the increased use of Internet‐based applications, many forms of social interactions now take place in an on‐line context through Computer‐Mediated Communication (CMC). Many universities are now reaping the benefits of using CMC applications to collect data on student evaluations of faculty, rather than using paper‐based surveys in Face‐To‐Face (FTF) classroom settings. While the relative merits of CMC versus FTF student evaluations have been researched extensively, there is limited research published about the ways students respond to the questions from either mode of data collection. This paper reports on a research study to analyse the communication differences between student scores from FTF student evaluations and CMC evaluation questions from end of semester evaluations from a university in the Middle East region. In addition to the questions about communication mode differences between two evaluation questions, several demographic variables were measured to determine any interaction effects. The results of our study suggest that the type of communication channel mitigates the responses that students make on CMC evaluations vis‐à‐vis FTF evaluations of faculty. In particular, even though there were significant differences found at the aggregate level between CMC and FTF evaluations, when the course and instructor are controlled for, there were no significant differences reported. In addition, several differences were noted depending on the type and level of the course being studied. Also, we found that students are more likely to express more extreme responses to scale questions in CMC than FTF evaluations. Administrators should consider these potential differences when implementing on‐line evaluation systems.

The informal and formal dimensions of computer-mediated communication: a model

It has been recognised for many years that informal communication is an important part of effective work and, thus, vitally important in organisations. However, research on the informal dimensions of information systems is rare. In this paper, Fish et al.'s (1990) model that distinguishes between the characteristics of the informal and formal dimensions of Computer-Mediated Communication (CMC) is further developed. The enhanced model is exemplified and tested by analysing three applications of CMC, in which different media are used for different purposes. The applications illustrated that a medium may be more or less useful for supporting informal or formal communication. However, the most important influence on the degree of formality was the task and how the medium was used, rather than the medium itself. The model was useful for exploring the informal and formal dimensions of CMC. It is argued that even though the model proposed here needs to be further developed, it can be useful as support for researching, choosing and designing CMC media and applications of varying degrees of formality. Finally, future research challenges on the formal and informal dimensions of CMC are suggested.

The Emergence of an Online Learning Community in the EFL Context

The purpose of this study was to examine the impact of an application of Computer-Mediated Communication (CMC) technologies on learning community emergence and students' identity construction in the EFL context. To this end, a web-based course management system called Moodle was used in a general English class at a college. Adopting a sociocultural approach, had a qualitative examination of the data obtained from students' online discussions. Through the lens of Wenger's (1998) notion of Communities of Practice, found that learners' online activities facilitated the formation of an online learning community, in which learners constructed their identities. Specifically, with the deepening of the online negotiation, the participants expanded their identities from we as students confined in an inconvenient town to we as members in the other overlapping communities of the broader context. Thus, they reached a new level of understanding and developed a new sense of self in the community.

Applying synchronous computer‐mediated communication into course design

PurposeThe increased pressure to incorporate communication technologies into learning environments has intensified the attention given to the role of computer‐mediated communication (CMC) in academic settings. However, the issue of how and why these technologies, especially synchronous CMC applications, has been given less attention in pedagogical literature. This paper aims to address this problem.Design/methodology/approachThe paper provides issues for consideration in the deployment of synchronous CMC in educational settings.FindingsShows that there are differences in asynchronous and synchronous CMC with related issues of productivity of student learning and control.Originality/valueThis paper outlines advantages and disadvantages of using synchronous CMC in education while offering practical guides.

Tele-education

Tele-education has been used for many years to deliver continuing education programmes to rural health-care professionals. The main modes are audio, video and computer. Audio technologies involve the transmission of the spoken word (voice) between learners and instructors, either synchronously or asynchronously. Examples of the former include audioconferencing and short-wave radio; examples of the latter include audiotape or audiocassette. Video for distance learning, like audio, can be used in either synchronous or asynchronous fashion. Videoconferencing, or interactive television, are considered synchronous because there is the opportunity for live visual and verbal interaction between instructors and learners. Asynchronous instructional video tools include slow-scan video, interactive videodiscs and videotapes. Computer-assisted learning or instruction can be defined as any learning that is mediated by a computer and which requires no direct interaction between the user and a human instructor in order to run. It is becoming increasingly common. Examples include: the Internet and World Wide Web, email, synchronous and asynchronous computer-mediated communication applications and interactive multimedia applications on CD-ROM. Tele-education technologies have an important role to play in addressing the professional isolation which is experienced by rural and remote health-care professionals.

Protean Communication: The Language of Computer-Mediated Communication

Computer-mediated communication (CMC), which began in proprietary companies two decades ago, has developed into a worldwide medium of communication that ESOL learners encounter inside and outside the classroom. Because learners' participation in CMC is likely to increase in the coming years, it is important for TESOL professionals to understand the norms of language use developed by CMC-based speech communities. Research has found that CMC exhibits features of simplified registers associated with both oral and written language. It also exhibits its own norms for organizing conversation and accommodating threads of discourse. CMC, however, cannot be studied as a neutral linguistic phenomenon; instead, researchers and educators need to examine how CMC influences the dominance of English, access to knowledge and power, and equity in discourse. Distance learning, an application of CMC that has begun and will continue to serve a role in English language teaching and in ESOL teacher education, is an area in which these issues are relevant. CMC should be viewed not in terms of its functionality but in terms of the ways in which users shape a new medium of communication to fit the needs of their speech community.

CLIMATE: A framework for developing holistic requirements analysis in Virtual Environments

Personal ([2] C Barnatt, Cyber Business — Mindsets for a Wired Age, Wiley, New York, 1995) computers and networks have transformed communications in the workplace over the last decade. Tomorrow’s society is likely to revolve around the use of Computer Mediated Communication (CMCs) to eschew the geographical distance between individuals ([27] N. Negroponte, Being Digital, Hodder and Stoughton, 1995; [28] D. Norfolk, The virtual enterprise, Information Age November Issue (1995) 32–39) . A new dilemma for designers of this technology will be discovering ways of humanising systems development and design. This paper develops a framework called CLIMATE (Community, Language, Interaction, and Medium in the Analysis of Telepresence Environments ) which may ultimately be used for capturing user and environment requirements. The virtual environment that forms as a result of this CMC is rich in social nuances, such as on-line friendships, communities and so on, that sometimes reflect the elaborate cultures of real life ([37] H. Rheingold, The Virtual Community, Minerva, 1995) . CLIMATE is intended to help in capturing a more holistic picture of requirements, in terms of the users, task, and environment. The approach is inductivist, relying on gathering rich data from log transcripts, participant observation and questionnaire surveys. It is intended that CLIMATE will provide a step further towards integrating social and technical design requirements in the application of CMCs.

Group Supervision Meets Technology: A Model for Computer-Mediated Group Training at a Distance

ABSTRACTTechnological advances make the application of computer-mediated communication a supervision tool for group psychotherapy training when students and faculty are at a distance. A brief review of the literature on computer-mediated group dynamics provides the context for training applications. A model group psychotherapy training program that combines face-to-face and computer-mediated group supervision is described and clinical training examples are presented. Recommendations and guidelines for using computer-mediated supervision are proposed.

The future's digital, isn't it? Some experience and forecasts based on the Open University's Technology Foundation Course

The Open University has gained considerable experience in the use of computer-mediated communication (CMC) and similar techniques in distance education. The new media offer a wide range of opportunities for extending the educational experience of learners. In one large-scale application of CMC, involving some 3500 students, students became enthusiastic users of the medium, and regarded it as a major source of motivation. However, it is not clear what other academic benefits they gained from the activity. The strengths and weaknesses of electronic communication as an educational medium and the resulting consequences for universities are examined. It seems clear that while the short-term effects of the medium are relatively small, in the longer term they may entirely reshape the conception of a university. The role of the academic will change, and new forms of literacy will need to be developed. Issues of access and equitability will need to be addressed and learning methods adapted so that the medium gives high added-value. Copyright © 1999 John Wiley & Sons, Ltd.

Use of E-mail by College Students and Implications for Curriculum

This study is an exploratory survey of current electronic mail (E-mail) use, attitudes toward E-mail and likelihood of future E-mail use among freshmen university students. Increasingly, universities are giving students access to their campus E-mail systems. In this case study, the administration of the college of communication in a Northeastern university was interested in implementing an E-mail system as part of a larger organizational shift toward electronic communications. As digital media become a reality, it was deemed important that students become familiar with electronic communications. An E-mail system would be the first entry for students into the production and receipt of digital information. This study was carried out prior to and in preparation for the implementation of a college-wide E-mail system into the curriculum. By exploring students' current E-mail use patterns, attitudes about Email, and a few correlates, this study hopes to shed some light on the factors that facilitate adoption and use once the system is formally implemented. Describing E-mail E-mail is a subset of computer networking. Along with other computer-mediated communication applications like individual and group scheduling, and collaborative workgroup software, the purpose of E-mail is the facilitation of information exchange between members of an organization, whether an office, a university community, a real or collaboration, or a commercial information service like CompuServe or Prodigy (Rapaport, 1991). Basically, electronic communication technology combines computer text processing and communication tools with the speed and reach of a computer network. The result of this is that anyone with a computer account or address can send and receive information to any other members of the network (Sproull and Kiesler 1993). The importance of introducing students to E-mail is highlighted by the growing number of studies reporting on using Email as a means of university teaching, and the growing use of E-mail among corporations and businesses. D'Souza (1991) studied the impact that E-mail has on the instructional process. In this study, students in a class went on-line with E-mail. Class material dissemination, discussion and paper collection were performed on-line. D'Souza (1991 ) found that the E-mail system helped the shy or passive students overcome communication anxiety that might be present in the setting. They expressed themselves more freely (both positively and negatively) to the instructor and classmates. Another benefit of the system described by D'Souza (1991) was more efficient completion of group projects through E-mail. Students could collaborate with other class members, ask questions, share data and keep up on events through the svstem. The one negative result of the system was that it lacked the traditional non-verbal cues of face-to-face communication. Some students found this system to be too impersonal, and felt awkward communicating electronically. The possibility for a virtual classroom was also explored by Hiltz (1986). Her study wondered if an interactive learning experience could be created within a computer system that would be as effective as traditional education. Hiltz (1986) taught two sections of a class; one traditional and one on-line. Students taking the on-line class didn't feel inhibited about taking part in discussions over the E-mail system, and felt that the system provided good access to their instructors (Hiltz,1986). Graduate students were more negative about the course than the undergraduates, a fact Hiltz (1986) attributes to the greater presence of undergraduates on campus where terminal access is more convenient. This study focuses upon describing and assessing variables that predict student use of E-mail. Its purpose is to study non-curricular E-mail use patterns among students before implementing a college of communication-wide E-mail system. …

Computer‐mediated communication in the organization

This article explains and explores how organizations are using Computer‐mediated communication (CMC) and its broader category, Computer‐Supported Cooperative Work (CSCW). The introduction of CMC and CSCW applications, such as electronic mail, computer conferencing, groupware, group decision support systems (GDSS), and media spaces, alters the flow of information exchange within an organization and between organizations, and creates different channels of and methods for communication. Today, CSCW is also being used with electronic data interchange (EDI) to enable reproduction and manufacture of computer‐aided designs. The combination of CSCW and EDI has enabled computer‐aided designs to be transmitted world‐wide and reproduced through computerized machinery. Other EDI applications such as Just‐in‐Time (JIT) and Quick Response have enabled the creation of electronic partnerships among suppliers, producers, distributors, and retailers. Accordingly, this article examines some of the benefits and consequences ...