Computer-mediated communication ≈ Computer-mediated communication
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ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT Open
This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, A…
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The effect of online learning on communication between instructors and students during Covid-19 pandemic Open
Purpose This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and to evaluate and suggest ways of…
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Computer-based technology and student engagement: a critical review of the literature Open
Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its associa…
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EXPLORING COLLABORATIVE ONLINE LEARNING Open
An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students’ textual interactions in an online learning environment. The literature on collaborative learning has iden…
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Avatars and computer-mediated communication: A review of the definitions, uses, and effects of digital representations on communication Open
Avatars are growing in popularity and present in many interfaces used for computer-mediated communication including social media, ecommerce, and educational applications. Communication researchers have been investigating avatars for over t…
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Increasing Social Presence in Online Learning through Small Group Discussions Open
Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing …
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Conceptualizing and investigating instructor presence in online learning environments Open
As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as…
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Learning and Satisfaction in Webinar, Online, and Face-to-Face Instruction: A Meta-Analysis Open
Kirkpatrick's four-level training evaluation model assumes that a positive correlation exists between satisfaction and learning. Several studies have investigated levels of satisfaction and learning in synchronous online courses, asynchron…
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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education Open
Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students’ academic success and online interaction and participation a…
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Computer-Mediated Communication in the Age of Communication Visibility Open
This article argues that a distinctive aspect of computer-mediated communication (CMC) is the way it can make communication visible to others in ways that were previously impractical. We propose a theory of communication visibility that re…
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Staying connected while physically apart: Digital communication when face-to-face interactions are limited Open
Theoretical and empirical work on digital media use and social connectedness has often considered face-to-face communication to be an available option. But how do various digital media uses relate to social connectedness when face-to-face …
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Emoticon Style: Interpreting Differences in Emoticons Across Cultures Open
Emoticons are a key aspect of text-based communication, and are the equivalent of nonverbal cues to the medium of online chat, forums, and social media like Twitter. As emoticons become more widespread in computer mediated communication, a…
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E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons Open
Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assistin…
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Improving argumentative writing: Effects of a blended learning approach and gamification Open
This study investigated the effectiveness of a blended learning approach—involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models—on student argument…
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An Integrated Review of Emoticons in Computer-Mediated Communication Open
Facial expressions constitute a rich source of non-verbal cues in face-to-face communication. They provide interlocutors with resources to express and interpret verbal messages, which may affect their cognitive and emotional processing. Co…
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An Exploration Into the Importance of a Sense of Belonging for Online Learners Open
Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with nota…
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Why Do Academics Use Academic Social Networking Sites? Open
Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published …
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Are Emojis Creating a New or Old Visual Language for New Generations? A Socio-semiotic Study Open
The increasing use of emojis, digital images that can represent a word or feeling in a text or email, and the fact that they can be strung together to create a sentence with real and full meaning raises the question of whether they are cre…
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Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning Open
Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distan…
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Technology-mediated task-based language teaching: A qualitative research synthesis Open
In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of b…
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Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement Open
Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning envi…
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Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program Open
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision,…
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ASYNCHRONOUS DISCUSSION GROUPS IN TEACHER TRAINING CLASSES: PERCEPTIONS OF NATIVE AND NON-NATIVE STUDENTS Open
This paper discusses students’ perceptions of an asynchronous electronic discussion assignment implemented shortly after the technology had been introduced to the university. In addition to the weekly face-to-face class meetings, students …
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Collaborative writing and text quality in Google Docs Open
Linking research on task-based collaborative L2 writing and computer-mediated writing, this study investigates the relationship between patterns of collaboration and the linguistic features of texts written during a computer-supported coll…
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Influences that undermine learners’ perceptions of autonomy, competence and relatedness in an online context Open
Online learning has grown considerably in recent years. However attrition rates from online courses indicate that not all learners are successful in such settings, and various factors have been identified as crucial to learner persistence.…
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A tale of two communication tools: Discussion‐forum and mobile instant‐messaging apps in collaborative learning Open
Computer‐supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts…
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The Role of Pedagogical Mentoring in Virtual Exchange Open
Virtual exchange, or telecollaboration, is a well‐known pedagogical approach in foreign language education that involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of t…
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Purposeful Interpersonal Interaction: What is it and How is it Measured? Open
Despite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction i…
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Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect Open
Supporting productive peer-to-peer interaction is a central challenge in online courses. Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face cooperative learning (Johnson & Johnson, 198…
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Students’ perspectives on the design and implementation of a blended synchronous learning environment Open
This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master’s students taking a course at a teacher education institute. The BSLE was created for the majority of the students to atten…