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Search Results: 1 - 10 of 13662 matches for " Computer Mediated Communication (CMC) "
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The Acceptance of Moodle: An Empirical Study Based on UTAUT  [PDF]
Hsiao-hui Hsu
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.38B010
Abstract: This study aimed to investigate students’ acceptance and use of Moodle employing the model of Unified Theory of Acceptance and Use of Technology (UTAUT) and further understand the four constructs of the model.  Data, collected from 47 university students’ questionnaire survey, revealed that performance expectancy, effort expectancy, and social influence were the major three keys of the UTAUT model to assess the acceptance of Moodle.  Behavioral intention acted as a mediator to urge students to involve in the use of Moodle.
The Impact of Computer Mediated Communication (CMC) on Productivity and Efficiency in Organizations: A Case Study of an Electrical Company in Trinidad and Tobago  [PDF]
Kenrick Bob, Prahalad Sooknanan
Advances in Journalism and Communication (AJC) , 2014, DOI: 10.4236/ajc.2014.22005
Abstract: This study investigates how computer mediated communication (CMC) and the electronic mailing system in particular have impacted on productivity and efficiency not to mention interpersonal interaction and increased use of technology in the organization. An electricity company was chosen for the case study since it had achieved approximately 78% computerization and networking of its office staff. Following the judgemental sampling technique to identify the organization, random sampling was used to select a sample size of 100 respondents. A questionnaire survey with sixteen items was self-administered over a one-week period. The results showed that 73% of the respondents agreed that CMC enhanced their overall productivity and efficiency while 27% differed. However, while the findings revealed that the introduction of CMC increased its use as a whole, it impacted negatively on interpersonal relationships among respondents.
IS THE FOREIGN LANGUAGE CLASS REALLY A MORE THREATENING PLACE THAN THE VIRTUAL ENVIROMENT?
Patricia Arnaiz
Revista de Lingüística y Lenguas Aplicadas , 2012, DOI: 10.4995/rlyla.2012.1124
Abstract: Computer technology has the potential to provide rich resources for language teaching and learning. As computer access increases, so do new learning technologies in education. This paper is specifically interesed in the case of English language instruction in a Teacher Training Faculty, and blended e-learning components as tools for supporting English language acquisition. Through the analysis of a researcher-developed survey, this study examines and compares students’ feelings and perceptions towards their participation in class and their participation in the online environment with the aim of detecting whether major differences between the two contexts exist. It also seeks to discover the extent to which learners value the online environment within the whole language learning process. The paper concludes by emphasizing the need for and relevance of research focusing on this learning format, given the specific characteristics of University education today, in the light of the recent implementation of the European Higher Education Area (EHEA) at University.
Las promesas del imaginario Internet: Las comunidades virtuales
Vayreda i Duran, Agnès
Athenea Digital , 2004,
Abstract: The aim of this paper is to try and find an answer to the question of why the Internet is such an attractive medium, via an examination of the promises it offers. One of the most popular promises is that of creating virtual communities, something which has grown from more than sixty years of development of various technical programs, experiences and community projects such as the first, limited communities of computer experts Arpanet and Usenet, the popular BBs and more recently, the various - more or less successful - community projects proliferating on the Internet. First, I will present a short historical survey of some of the discourses of the first designers and users, in order to try to present the context from which these promises have emerged. Second, I have attempted to relate these expectations to the emblematic text of Rheingold on VC which covers the most popular experiences of CVs the USA during the 80s. My aim is to identify, via examples (this is not a detailed study) some of the aspects of this promise which are present in varying degrees in the current virtual communities.
The Development of Social Climate in Virtual Learning Discussion Groups
Avigail Oren,David Mioduser,Rafi Nachmias
International Review of Research in Open and Distance Learning , 2002,
Abstract: As the educational use of computer mediated communication (CMC) increases there is growing interest among researchers as to social processes evolving within the varied models of group work using Internet – e.g., special interest groups, topical discussion groups, discussion forums attached to virtual courses, and learning communities. In this paper we present a synthetic summary of five studies that explored social climate issues in synchronous and asynchronous online activities in academic courses, focusing on the following questions: Does a social atmosphere develop in online learning discussion groups? What are the different modes of social interaction are manifest in online learning discussion groups? What is the role of the virtual teacher with regards to the social climate in online learning discussion groups? Discussed are the implications of these five studies' on the design of virtual-learning-discussion-groups, and the results for the characterization of teacher moderation functions.
Integrating Computer Mediated with Face-to-face Communication and EFL Learners Vocabulary Improvement
Abbas Ali Rezaee,Solmaz Ahmadzadeh
Journal of Language Teaching and Research , 2012, DOI: 10.4304/jltr.3.3.346-352
Abstract: Studies in Computer Mediated Communication (CMC) have shown its potentiality to help enhance language learning. The present study investigates the effects of integrating synchronous and asynchronous CMC with Face-to-Face Communication (FFC) on vocabulary improvement among EFL learners. The 88 participants of the study were divided into one comparison, FFC, and two experimental, CMC and Integrated CMC (ICMC), groups. Two tests and a questionnaire were administered for collecting the data. The results revealed that the students in the comparison group had no significant improvement in their vocabulary scores. In contrast, both experimental groups did much better in the post-test. The results implied that the ICMC group outperformed the CMC one, meaning the superiority of the ICMC group over the other groups.
ASYNCHRONOUS COMPUTER-MEDIATED CORRECTIVE FEEDBACK AND THE CORRECT USE OF PREPOSITIONS: Is It Really Effective?
Seyyed Behrooz HOSSEINI
The Turkish Online Journal of Distance Education , 2012,
Abstract: An area that has recently attracted increasing attention is providing feedback on learners’ writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit and implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary EFL learners at the ILI in Tehran were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of prepositions for the experimental groups compared to the control group. Analysis of the results through a one-way ANOVA revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group. The experimental group 2 who received implicit corrective feedback showed no significant improvement over the experimental group 1 and the control group. Computer-mediated communication, asynchronous CMC, synchronous CMC, the Internet, corrective feedback, e-mail, chat. Although the findings support the current view on feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field.
The Role of ICT in the Economic Development of North East Africa: Eritrea
Mungamuru Nirmala,Kaliyaperumal Karthikeyan,Sreedhar Appalabatla,J.Patharaj
Journal of Emerging Trends in Computing and Information Sciences , 2012,
Abstract: Africa has been hard hit with poverty and disease and this has had an immense effect on the quality of social, cultural and political lives of the people. This has made development to move at a very slow pace in the last decades. But the presence ofinformation and communication technologies (ICT) has somewhat carved out an alternative path to development. Not withstanding the urgency and enthusiasm with using this new medium for social and economic change, the Internet has brought about negative as well as positive contributions to development in Africa. The contributions of scholars in the field of technology in bringing about change in the lives of people in Africa in general and Eritrea in particular will be discussed and analyzed. The reviews and analysis of the contributions of the scholars in the field of development will be critical in judging the overall significance of the role of the Internet in promoting social change.
Aspectos teórico-metodológicos do processo comunicativo de delibera??o online
Marques, ?ngela Cristina Salgueiro;
Revista Brasileira de Ciência Política , 2011, DOI: 10.1590/S0103-33522011000200002
Abstract: empirical studies of computer mediated conversations and debates have presented methodological proposals of qualitative analysis that focus on the original elements of communicative and social dynamics of these exchanges. recent works have investigated how online political deliberation can be analyzed presenting multiple variables capable of showing how these exchanges could contribute to widen deliberative processes concerning specific questions. i present some methodological models of qualitative analysis of online deliberation processes by making a synthesis of their main characteristics. i argue that this analysis cannot be reduced to the inquiry on the argumentative exchange. it is necessary to observe the situations and the contexts of sociability in which the interactions take place as well as the construction and negotiation of the rules that will govern interlocutors' interactions.
The Effects of Informal Use of Computer-Mediated Communication on EFL Learner Interaction
Hassan Saleh Mahdi,Muhi Eddin Mohammed El-Naim
Studies in Literature and Language , 2012, DOI: 10.3968/j.sll.1923156320120503.801
Abstract: The study adopted an experimental approach to investigate the impact of informal use of computer-mediated communication (CMC) on English as a Foreign Language (EFL) learner’s interaction. CMC is an umbrella term which refers to human communication via computer either synchronously or asynchronously. It can be implemented in two ways either formally or informally. Informal use of CMC in this study means unevaluated and unplanned activities which can occur outside the classroom, and can be initiated by the students. This study sought to examine: (a) if the learners participate actively in informal CMC; (b) the factors that help informal CMC to be a successful experience; and (c) the impact of CMC on comprehensible written output. The participants were fifty adult EFL Saudi learners at Najran University, Saudi Arabia. The study utilized a homepage on Facebook as a research tool. Data collection was done through a questionnaire and an interview. The participants’ exchanges in the Facebook group and their replies to the questionnaire were analyzed. The results of the study revealed that informal use of CMC can be affected by many factors. The voluntary nature of learner participation, busy schedules, and the teacher interference were some of these factors. The results showed that the participants had positive attitudes towards using CMC to improve their language. Key words: English as a Foreign Language (EFL); Informal; (CMC) Computer mediated communication; Interaction; Facebook; Output
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